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Purchasing Strategies

Purchasing Strategies

Code: LOG3LF004
Extent: 9 ECTS (243 h)
Timing: Semester 5 - 7
Language: English
Level: Professional Specialization Studies
Type: Compulsory to those chosen LOGLF1 Global Supply Chain Management as their specialisation.

Prerequisites

The student has successfully completed the GloBBA Basic and Joint Professional Studies. The course is part of the module of Global Supply Chain Management.

Learning outcomes

Upon successful completion of the course, the student

  • understands  the various roles of purchasing and supply management  in  achieving strategic success
  • knows  the strategic importance of supplier development  adding value in international business partnership
  • chooses and applies appropriate purchasing strategies to different commodities and services
  • makes use of strategic alignment
  • knows the implications of electronic technology for strategic partnerships and the supply base
  • handles professionally the  documentation of buying process needed in international markets
  • is aware of the legal rights and obligations related to buying transactions
  • has enhanced his/her HH3S competences as applicable to the course.

Course contents

  • Integrated purchasing strategies
  • Strategic Cost Management
  • Relationship Management and Strategies
  • Corporate Social Responsibility and the competitive advantage
  • Strategies adding value in the value chain
  • E-Procurement
  • Buying as a profession
  • Documentation in buying process

Cooperation with the business community

Guest speakers from international and global companies, real global business based project.

International dimension

The key product project work concerning high performance company in purchasing  among  global  companies together with the course  of LOG3LF005 Developing Performance in Supply Chains.

Teaching and learning methods

Contact -based tuition
Self-directed learning
Student presentations
Social learning methods
Investigative learning approach (e.g. information search and knowledge sharing)
Individual and/or team assignments
The assessment of one’s own learning 1 h

Accreditation of prior learning

Accreditation of prior learning (APL) is observed on the course according to separate instructions.

Teacher with the main responsibility of the course

Eeva Aarnio

Course materials

Articles selected by the teacher
Cousins Paul, Lamming Richard, Lawson Benn, Squire Brian, 2008. Strategic Supply Management; Principles, theories and practice. Harlow. Pearson Education.
HAAGA-HELIA library’s electronic databases.
Harrison Ala & van Hoek Remko. 2008. Logistics Management and Strategy; Competing through the supply chain. 3rd ed. Harlow. Pearson Education.
Hugos Michael, 2006. Essentials of Supply Chain Management. 2nd. ed. Hoboken (NJ), Wiley & Sons, Inc.
Material in Moodle
Rudzki, Robert A. 2005. Straight to Bottom Line; An Executive’s Roadmap to World Class Supply Management. J. Ross Publishing Inc. (available electronically)
Weele, Arjan J. van. 2010. Purchasing and Supply Chain Management; Analysis, Strategy, Planning and Practice. 5th ed.  Andover.  Cengage Learning

Assessment criteria

Grade/Learning Outcomes

1 (Min. 40%
competence level)
3 (Min. 70%
competence level)
5 (Min. 90%
competence level)
Knowledge Student can understand and describe at some level alone the role and importance of purchasing function as the part of global business organisation. Student knows some features of purchasing strategies affecting the success for the whole organisation. The use of theories, model and concepts is somewhat inaccurate, superficial and very limited and the student is not able to apply them. Student can understand and describe very well the role and importance of purchasing function as the part of global business organisation. Student can explain the importance of purchasing strategies affecting the success for the whole organisation. The use of theory and specific terminology is mostly accurate and the real-life examples are mostly relevant and accurate, and mostly support the theory. Student can fully understand and describe in the depth the role and importance of purchasing function as the part of global business organisation. Student can estimate and compare the purchasing strategies in different company context or in different lines of business and how these are affecting the success for the whole organisation. The use of theory and specific terminology is very accurate. His real-life examples are relevant and accurate, and support or challenge the theory and the student is able to combine different theories to present his own models.
Skills Student can describe the purchasing processes and strategies to some degree. He has a limited view of the legal rights and obligations in purchasing and he can follow and discuss the purchasing related topics to some degree. Student can rarely offer development ideas to improve purchasing practices. He uses rarely the viewpoints of other students to widen his own thinking. Student reflects on and improves his learning process only occasionally. Student can collect, analyse and assess the purchasing processes and strategies at a good professional level. He has an overall view of the legal rights and obligations in purchasing and he can mostly apply the concepts and models. He is able to follow and discuss the purchasing related topics at a good professional level. Student can offer development ideas to improve purchasing processes. He uses sometimes the viewpoints of other students to enhance widen his thinking and is able to find some connections between different perspectives. Student often reflects on and improves his learning process. Student can analyse and assess the purchasing processes and strategies at an excellent professional level. He has a holistic view of the purchasing function and he can discuss and critically access the purchasing related topics. He can further develop purchasing function processes and is able to apply concepts and models logically. The student uses the viewpoints of other students to enhance his own thinking and he is able see the connection between different perspectives. Student actively reflects on and improves his learning process.
Competence Student mostly works professionally in a multicultural team. Student is able to discuss purchasing issues using some professional terminology. He rarely generates new and useful ideas. His ability to understand different viewpoints is limited and his comments sometimes lack of logic. He rarely responds to or further develops comments of others. He seldom offers or expects knowledge that is accurate and relevant to the issue. Student occasionally gives and receives feedback. The student shows poor service and sales orientation as required by the HH3S policy. Student is able to work professionally in a multicultural team.  He can discuss purchasing issues using professional terminology. He can actively engage in problem identification and analysis, and solve purchasing issues at a basic level. He often generates new and useful ideas and is able to understand different viewpoints and argue his opinions understandably. He often responds to and further develops comments of others. He mostly offers and expects knowledge that is accurate and relevant to the issue. He is sometimes able to use evidence appropriate to the topic. Student mostly gives and receives feedback effectively. The student shows good service and sales orientation as required by the HH3S policy. Student is able to work very professionally in a multicultural team.  He can discuss purchasing issues using professional terminology fluently.  He can fully engage in problem identification and analysis, and solve purchasing issues at a medium level. He generates new and useful ideas and questions different viewpoints and argues his opinions very logically. Reasoning is always visible in his comments and he seriously responds to and further develops comments of others. He puts forth and demands knowledge that is accurate and relevant to the issue. He uses evidence appropriate to the topic. Student can give and receive feedback effectively. The student shows excellent service and sales orientation as required by the HH3S policy.

Modes of assessment and their weights

Assessment

Targets (in Winha)

Assessment target

% of total course grade

1

Assignment 1 (no separate task setting):

·         Active, relevant and constructive contribution in class discussions and teams.

·         Shows critical thinking and is able to question current models and thinking.

·         Listens and builds dialogue based other students' contributions.

·         Asks relevant questions.

·         Prepares all tasks and exercises

30%

2

Team Assignment 1: Purchasing in the different business sectors and/or different commodities

10%

3

Team Assignment 2: Public Procurement

10%

4

Team Project Work: A company analysis focusing on the global purchasing strategies

20 %

5

Exam

30 %

The assessment of one's own learning does not influence the course grade. The assignment is the same for all courses/modules and the answers will also be used for course/module development. The assignment is completed on an E-form.