|
Type A
|
Code |
Competences Specific | | | A1.2 |
Recognise the logistical complexity of technology companies, apply advanced techniques for managing the supply chain and develop new techniques in response to the challenges of technological change and ill-defined environments. |
| | A1.5 |
Analyse the complexity of the micro- and macroeconomic and legal environment of technology and innovation companies in a changing and ill-defined context. |
|
Type B
|
Code |
Competences Transversal | | | B3.1 |
Work in multidisciplinary teams and in complex contexts. |
| | B3.2 |
Develop abilities to manage their professional career. |
|
Type C
|
Code |
Competences Nuclear |
|
Type A
|
Code |
Learning outcomes |
| | A1.2 |
Diagnose and propose solutions to the different logistical problems that a technological and industrial company faces in a changing context of innovation.
| | | A1.5 |
Understand the current legislation regarding security, the environment and employment law in relation to the transport of goods.
|
|
Type B
|
Code |
Learning outcomes |
| | B3.1 |
Organise logistical processes while working in multidisciplinary and multicultural teams.
Take responsibility for the overall result of teamwork and not merely for the part that was done personally.
| | | B3.2 |
Resolve disputes that arise during teamwork in a constructive, ethically responsible manner whilst taking into account the multicultural and multidisciplinary nature of the team
|
|
Type C
|
Code |
Learning outcomes |
| Topic |
Sub-topic |
1 Supply chain and Technology adoption
2 Transport modes
3 New transportation technology
4 E-commerce logistics
5 Simulation systems
6. Warehouse
|
|
| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| videoconferencing |
|
13 |
13 |
26 |
| Problem solving, exercises |
|
0 |
12 |
12 |
| Reading written documents and graphs |
|
0 |
18 |
18 |
| Personal attention |
|
0.5 |
0 |
0.5 |
| Practical cases/ case studies |
|
0 |
15 |
15 |
| |
| Mixed tests |
|
2 |
0 |
2 |
| Validation tests |
|
0.5 |
0 |
0.5 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
General presentation. |
| videoconferencing |
Presentation of subject content, presentation of activities, problem solving and queries using videoconferencing. This activity requires students and lecturers to be present at the same time and the amount of interaction depends on the objectives. It may be recorded so that it can be made available to students in the virtual classroom. |
| Problem solving, exercises |
Students analyse and solve problems or practical exercises related to the subject. |
| Reading written documents and graphs |
Students read and work on documents published in a variety of formats. The documents can be selected or produced by the lecturers so that students can develop the more theoretical competencies and acquire the knowledge they need for practical activities. |
| Personal attention |
Personal guidance and problem-solving. |
| Practical cases/ case studies |
Examination of a (real or simulated) situation in which students have to find a solution to the case, respond to a series of specific questions and make an overall reflection. |
|
Description |
|
The times for personalized attention will be made clear during the first lecture.
This academic course, the consultation will be online.
|
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Practical cases/ case studies |
|
Examination of a (real or simulated) situation in which students have to find a solution to the case, respond to a series of specific questions and make an overall reflection. |
60 |
| Mixed tests |
|
These tests combine extended answers, objective short answers and multiple choice. |
40 |
| Validation tests |
|
Activities to confirm the student's identity and validate that she/he is the author of certain evaluation tests carried out throughout the course. |
|
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
- The second-call final exam will account for 100% of the mark. ----- In
the assessments tests (presentations, exams, questionnaries, etc...),
you might be required to use the camera of your computer. The student
must ensure her/his whole face is visible for the duration of the assesment test (presentations, exams, questionnaries, etc...). Students must have a working laptop, webcam, microphone and sufficient internet connection. |
| Basic |
|
Papers, articles, and specific materials, whose references will be given during the course lectures. |
| Complementary |
|
1)
“Airport congestion and airline network structure” (Xavier Fageda and Ricardo
Flores-Fillol), 2017, in John D. Bitzan and James H. Peoples, Ed., The Economics of Airport Operations --
Advances in Airline Economics 6, 335-359, Emerald Publishing
Limited (ISBN: 978-1-78714-498-9). 2) “Joint
ventures in the transatlantic airline market” (Xavier Fageda, Ricardo
Flores-Fillol, and Bernd Theilen), 2019, in Kevin Cullinane, Ed., The Economics of Air Transport in
Europe -- Advances in Airline Economics 8, Emerald Publishing
Limited (ISBN: 978-1-78973-282-5). 3)
“Dealing with negative externalities: Low emission zones vs. congestion tolls”
(joint with Valeria Bernardo and Xavier Fageda), forthcoming, in R. Vickerman,
Ed., Encyclopedia of
Transportation, Elsevier. 4) “Lectures on Urban Economics” (Jan K.
Brueckner), 2011, MIT Press, Cambridge. |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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