Republic of the Philippines

Western Philippines University

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COLLEGE OF BUSINESS AND MANAGEMENT

Course Syllabus

HPC 4: Supply Chain Management in Hospitality Industry

Vision 2020
WPU: The leading knowledge center for sustainable development of West Philippines and beyond.
Mission
WPU commits to develop quality human resource and green technologies for a dynamic economy and sustainable development through
relevant instruction, research and extension services.
Goals of the College
1. To provide quality education in the fields of business and management that is responsive to regional, national and international development.

2. To pursue relevant research and extension activities through linkages with business organization, government and non-government agencies.

Objectives of the Program

1. To prepare students to undertake task, functions, duties and activities in the operation of hotels, restaurants, travel, government and non-

government agencies in accordance with the competency standards.

2. To produce skilled and manpower needs of tourism industry providers including government and non-government agencies in the local, national

and international environment.

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3. To equip students with knowledge and skills who aimed to seek employment and assume entry level jobs in the areas of Food and Beverage, Front

Office and Housekeeping Operations.

Program Outcomes
1. Articulate and discuss the latest developments in the hospitality industry.
2. Work effectively and independently in multidisciplinary and multi-cultural teams
3. Act in recognition of professional, social and ethical responsibility.
4. Perform the basic functions of management such as planning, organizing, leading, and controlling (for improvement)
5. Apply the basic concepts that undertake each of the functional areas of business (marketing, finance, human resources management, information
technology, and strategic management) employ these concepts in various business situations
6. Select the proper decision-making tools to critically, analytically, and creatively solve problems and drive results
7. Work effectively with other stakeholders and manage conflict in the workplace
8. Plan and implement business related activities
9. Demonstrate corporate citizenship and social responsibility
10. Exercise high personal moral and ethical standards
11. Demonstrate knowledge on the tourism industry, local tourism products and services
12. Manage and market a service business organization
13. Demonstrate administrative and managerial skills in a service oriented business organization
14. Perform and monitor financial transactions and reports

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15. Perform human capital development functions of a tourism-oriented organization

16. Utilize information technology applications for tourism and hospitality
17. Utilize various communication channels proficiently in dealing with guests and colleagues.
18. Observe and perform mitigation activities
19. Interpret and apply relevant laws related to tourism industry
20. Plan and implement a risk management program to provide a safe and secure workplace

A. Course Information
Course Code: HPC 4
Course Title: Supply Chain Management in Hospitality Industry
Course Description

This is a course in supply chain management (SCM), a term which denotes the integration of key business processes from end user through original
suppliers for the purpose of adding value for the firm, its key supply chain members, to include customers and other stakeholders. This course
presents a framework for SCM that requires cross-functional integration of key business processes within the firm and across the network of firms
that comprise the supply chain. This course approaches SCM from a managerial perspective and introduces concepts in a format useful for
management decision making. Basic terms, concepts, and principles are examined in light of how they interrelate and interface within the firm and
across the supply chain. Illustrations are taken from corporate applications of these concepts to show how supply chain management can be
implemented
Pre-requisite: None
Co-requisite: None
Credit Units/s: 3-0-3
Contact Hours / Week: 3 hours
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B. Learning Outcomes
Course Learning Outcomes
At the end of the semester, the students can:
The objectives of this course are to provide the student with:
1. An understanding of the primary differences between logistics and supply chain management
2. An understanding of the individual processes of supply chain management and their interrelationships within individual companies and across the
supply chain
3. An understanding of the management components of supply chain management
4. An understanding of the tools and techniques useful in implementing supply chain management
5. Knowledge about the professional opportunities in supply chain management.
C. Learning Plan
C.1. Teaching and Learning Strategy:
1. Visualization - Bring dull academic concepts to life with visual and practical learning experiences, helping your students to understand how their
schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos, audio clips and videos, as well as encouraging your students to get out of their
seats with classroom experiments and local field trips.
2. Cooperative learning - Encourage students of mixed abilities to work together by promoting small group or whole class activities.
Through verbally expressing their ideas and responding to others your students will develop their self-confidence, as well as enhance their
communication and critical thinking skills which are vital throughout life.
Solving mathematical puzzles, conducting scientific experiments and acting out short drama sketches are just a few examples of how cooperative
learning can be incorporated into classroom lessons.

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3. Inquiry-based instruction - Pose thought-provoking questions which inspire your students to think for themselves and become more
independent learners.
Encouraging students to ask questions and investigate their own ideas helps improve their problem-solving skills as well as gain a deeper
understanding of academic concepts. Both of which are important life skills.
Inquiries can be science or math-based such as ‘why does my shadow change size?’ or ‘is the sum of two odd numbers always an even number?’.
However, they can also be subjective and encourage students to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should all students
wear uniform?’.
4. Differentiation - allocating tasks based on students’ abilities, to ensure no one gets left behind.
Assigning classroom activities according to students’ unique learning needs means individuals with higher academic capabilities are stretched and
those who are struggling get the appropriate support.
This can involve handing out worksheets that vary in complexity to different groups of students, or setting up a range of work stations around the
classroom which contain an assortment of tasks for students to choose from.
5. Circle Talk - This strategy will help students to share their own ideas and opinions, and listen to and respect others’ opinions. It also holds all
students accountable for having something to say.
6. Technology in the classroom - Incorporating technology into your teaching is a great way to actively engage your students, especially as digital
media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images and videos, which helps students visualize new academic concepts. Learning
can become more interactive when technology is used as students can physically engage during lessons as well as instantly research their ideas, which
develops autonomy.
Mobile devices, such as iPads and/or tablets, can be used in the classroom for students to record results, take photos/videos or simply as a behavior
management technique. Plus, incorporating educational programs such as Quizalize into your lesson plans is also a great way to make formative
assessments fun and engaging.

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7. Behavior management - Implementing an effective behavior management strategy is crucial to gain your students respect and ensure students
have an equal chance of reaching their full potential.
Noisy, disruptive classrooms do not encourage a productive learning environment, therefore developing an atmosphere of mutual respect through a
combination of discipline and reward can be beneficial for both you and your students.
Examples include fun and interactive reward charts for younger students, where individuals move up or down based on behaviour with the top
student receiving a prize at the end of the week. ‘Golden time’ can also work for students of all ages, with a choice of various activities such as games
or no homework in reward for their hard work.
8. Professional development - Engaging in regular professional development programmes is a great way to enhance teaching and learning in
your classroom.
With educational policies constantly changing it is extremely useful to attend events where you can gain inspiration from other teachers and
academics. It’s also a great excuse to get out of the classroom and work alongside other teachers just like you!
9. Brain Storm - 1. Select a topic, question, statement or issue and write this on the board.
2. Set up the rules for the brainstorm:
share whatever comes to mind
the more ideas the better
every idea counts – no answer is wrong
no ‘put downs’ or criticisms
build on others’ ideas
write ideas as said – no paraphrasing
record each answer unless it is a repeat
set a time limit and stop when that time is up.
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3. Students consider the topic and respond. Ideas can be written randomly on the board or you may choose to write the
responses on post-it notes and have students cluster the responses after the brainstorm.
4. Read and discuss the recorded ideas and clarify any questions where necessary. Group ideas that are similar and eliminate
those that do not relate to the topic. Discuss the remaining ideas as a group and decide how the information can be further used.
10. Decision – Making Model:
1. This strategy will help students to consider their own beliefs about their ability to view situations and events and solve
problems, explore a series of steps in making decisions in relation to positive healthy behaviours, and share reasons for making a
decision with others.
Prior to using a decision-making model students will need to understand the idea of ‘problem’, ‘choices’ and ‘decisions’. Younger
students may find it difficult to identify the problem in a decision-making scenario so give this step time and discussion.
Explain students make decisions everyday by looking at the choices they have available,
for example:
Which pair of shoes to wear?
What snack to have for play lunch?
Which fruit to eat at fruit time?
Where to sit at lunchtime/mat time?
Who to play with at lunch time?
What to play at recess/outdoor play time?
Decision-making models will allow students to consider and explore a range of alternatives before making a decision

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2. Provide your students with a model to use in the decision-making process. Ask students to identify the problem and write this
in the model. Ask students to identify and manage their feelings about the problem. Students then gather information to identify
the range of possible options. Remind students that going to others for information can assist their decision-making, especially
when a difficult decision is to be made (however they need to balance their own views with the views of others).
3. Students write the options they have identified on the model.
4. Students consider the consequences (both positive and negative) to evaluate each option. When considering the consequences
ensure students look at the different types (physical, social, emotional, financial and legislative). The impact of the consequences
on self, family, friends and the community in the short-term and long-term also need to be examined.
5. Students discuss the feelings associated with these consequences and then justify their choice.

C.2. Intended Learning Outcomes:

1. Knowledge/Remembering: define, list, recognize;

2. Comprehension/Understanding: characterize, describe, explain, identify, locate, recognize, sort;
3. Application/Applying: choose, demonstrate, implement, perform;
4. Analysis/Analyzing: analyze, categorize, compare, differentiate;
5. Evaluation/Evaluating: assess, critique, evaluate, rank, rate;
6. Synthesis/Creating: construct, design, formulate, organize, synthesize.

D. Grading System:

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Topics Teaching and Instructional

Intended Learning Activities Resources Assessment
Week Learning tools, task
Outcomes

Awareness Course Orientation/Syllabus

1 Discussion/Personal Roadmap/
2 CHAPTER 1 UNDERSTANDING THE 1. Visualization LCD Projector, Output
SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
1. Conceptualize 3. Inquiry-based Pictures, Power Question and
supply chain 1.1 What Is a Supply Chain? 1.2 The instruction point presentation answer segment,
designs, which are Objective of a Supply Chain 4. Differentiation PREZI Quiz, Presenter
aligned with 1.3 The Importance of Supply Chain 5. Circle talk individual
business models for Decisions 6. Technology in the Evaluation Sheet
manufacturing and 1.4 Decision Phases in a Supply Chain classroom (Rubric)
service companies 1.5 Process Views of a Supply Chain 7. Behavior management
1.6 Examples of Supply Chains 8. Professional
1.7 Summary of Learning Objectives development
9. Brainstorm
2. Configure 10. Decision-making
logistics networks model
and assess their CHAPTER 2 SUPPLY CHAIN 1. Visualization LCD Projector, Output
3 performance PERFORMANCE: ACHIEVING 2. Cooperative learning Netbook, Manual, Presentation
impacts on STRATEGIC FIT AND SCOPE 3. Inquiry-based Pictures, Power Question and
efficiency and instruction point presentation answer segment,
service levels 2.1 Competitive and Supply Chain 4. Differentiation PREZI Quiz, Presenter
Strategies 5. Circle talk individual
2.2 Achieving Strategic Fit 2.3 Expanding 6. Technology in the Evaluation Sheet
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Strategic Scope classroom (Rubric)

3. Manage inventory 2.4 Challenges to Achieving and 7. Behavior management
efficiently and pool Maintaining Strategic Fit 8. Professional
inventory risks 2.5 Summary of Learning Objectives development
across time, 9. Brainstorm
products, channels, 10. Decision-making
and geography. model
CHAPTER 3 SUPPLY CHAIN DRIVERS 1. Visualization LCD Projector, Output
AND METRICS 2. Cooperative learning Netbook, Manual, Presentation
4 3. Inquiry-based Pictures, Power Question and
4. Design supply 3.1 Financial Measures of Performance instruction point presentation answer segment,
chain contracts for 3.2 Drivers of Supply Chain Performance 4. Differentiation PREZI Quiz, Presenter
effective governance 3.3 Framework for Structuring Drivers 5. Circle talk individual
of supply chain 3.4 Facilities 6. Technology in the Evaluation Sheet
relationships. 3.5 Inventory classroom (Rubric)
3.6 Transportation 7. Behavior management
3.7 Information 8. Professional
3.8 Sourcing development
5. Diagnose 3.9 Pricing 9. Brainstorm
information 3.10 Summary of Learning Objectives 10. Decision-making
integration model
5 problems across the CHAPTER 4 DESIGNING DISTRIBUTION 1. Visualization LCD Projector, Output
supply chain and NETWORKS AND APPLICATIONS TO 2. Cooperative learning Netbook, Manual, Presentation
their consequent ONLINE SALES 3. Inquiry-based Pictures, Power Question and
impacts in deploying instruction point presentation answer segment,
physical and 4.1 The Role of Distribution in the Supply 4. Differentiation PREZI Quiz, Presenter
financial resources Chain 5. Circle talk individual
4.2 Factors Influencing Distribution 6. Technology in the Evaluation Sheet
Network Design 4.3 Design Options for a classroom (Rubric)
Distribution Network 7. Behavior management
6. Evaluate alternate 4.4 Online Sales and the Distribution 8. Professional
information sharing Network development
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and lead time 4.5 Distribution Networks in Practice 9. Brainstorm

compression 4.6 Summary of Learning Objectives 10. Decision-making
strategies, and model
6 supply chain CHAPTER 5 NETWORK DESIGN IN THE 1. Visualization LCD Projector, Output
coordination SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
structures, and their 3. Inquiry-based Pictures, Power Question and
organizational and 5.1 The Role of Network Design in the instruction point presentation answer segment,
performance Supply Chain 4. Differentiation PREZI Quiz, Presenter
implications. 5.2 Factors Influencing Network Design 5. Circle talk individual
Decisions 6. Technology in the Evaluation Sheet
5.3 Framework for Network Design classroom (Rubric)
Decisions 7. Behavior management
7. Align supply chain 5.4 Models for Facility Location and 8. Professional
integration strategy Capacity Allocation development
with the uncertainty 5.5 Making Network Design Decisions in 9. Brainstorm
conditions of supply Practice 10. Decision-making
and demand. 5.6 Summary of Learning Objectives model
7 CHAPTER 6 DESIGNING GLOBAL 1. Visualization LCD Projector, Output
SUPPLY CHAIN NETWORKS 2. Cooperative learning Netbook, Manual, Presentation
3. Inquiry-based Pictures, Power Question and
8. Optimally 6.1 The Impact of Globalization on Supply instruction point presentation answer segment,
position the push- Chain Networks 4. Differentiation PREZI Quiz, Presenter
pull boundary to 6.2 The Offshoring Decision: Total Cost 5. Circle talk individual
leverage economies 6.3 Risk Management in Global Supply 6. Technology in the Evaluation Sheet
of scale and Chains classroom (Rubric)
economies of scope. 6.4 Discounted Cash Flows 6.5 Evaluating 7. Behavior management
Network Design Decisions Using Decision 8. Professional
Trees development
6.6 To Onshore or Offshore: Evaluation of 9. Brainstorm
Global Supply Chain Design Decisions 10. Decision-making
Under Uncertainty model
6.7 Making Global Supply Chain Design
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Decisions Under Uncertainty in Practice

6.8 Summary of Learning Objectives 169
MID TERM EXAMINATION
100 Points
9. Evaluate
distribution
strategies to balance
8 responsiveness and CHAPTER 7 DEMAND FORECASTING IN 1. Visualization LCD Projector, Output
efficiency. A SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
3. Inquiry-based Pictures, Power Question and
7.1 The Role of Forecasting in a Supply instruction point presentation answer segment,
Chain 4. Differentiation PREZI Quiz, Presenter
10. Evaluate 7.2 Characteristics of Forecasts 5. Circle talk individual
strategic alliances 7.3 Components of a Forecast and 6. Technology in the Evaluation Sheet
for logistics and Forecasting Methods classroom (Rubric)
retailer-supplier 7.4 Basic Approach to Demand Forecasting 7. Behavior management
relationships, such 7.5 Time-Series Forecasting Methods 7.6 8. Professional
as vendor managed Measures of Forecast Error development
inventory. 7.7 Selecting the Best Smoothing Constant  9. Brainstorm
7.8 Forecasting Demand at Tahoe Salt 7.9 10. Decision-making
The Role of IT in Forecasting model
7.10 Forecasting in Practice
11. Design 7.11 Summary of Learning Objectives
9 implementation CHAPTER 8 AGGREGATE PLANNING IN 1. Visualization LCD Projector, Output
processes for A SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
partnerships, such 3. Inquiry-based Pictures, Power Question and
as vendor managed 8.1 The Role of Aggregate Planning in a instruction point presentation answer segment,
inventory, that Supply Chain 4. Differentiation PREZI Quiz, Presenter
involve information 8.2 The Aggregate Planning Problem 5. Circle talk individual
sharing and shared 8.3 Aggregate Planning Strategies 6. Technology in the Evaluation Sheet
governance of 8.4 Aggregate Planning at Red Tomato classroom (Rubric)
processes and Tools 7. Behavior management
8.5 Aggregate Planning Using Linear 8. Professional
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infrastructure. Programming development

8.6 Aggregate Planning in Excel 220 8.7 9. Brainstom
Building a Rough Master Production  10. Decision-making
Schedule model
8.8 The Role of IT in Aggregate Planning
12. Evaluate 8.9 Implementing Aggregate Planning in
outsourcing Practice
decisions by 8.10 Summary of Learning Objectives
10 applying the buy- CHAPTER 9 SALES AND OPERATIONS 1. Visualization LCD Projector, Output
make framework. PLANNING: PLANNING SUPPLY AND 2. Cooperative learning Netbook, Manual, Presentation
DEMAND IN A SUPPLY CHAIN 3. Inquiry-based Pictures, Power Question and
instruction point presentation answer segment,
9.1 Responding to Predictable Variability in 4. Differentiation PREZI Quiz, Presenter
the Supply Chain 5. Circle talk individual
13. Manage the 9.2 Managing Supply 6. Technology in the Evaluation Sheet
benefits and risks of 9.3 Managing Demand 234 9.4 Sales and classroom (Rubric)
outsourcing. Operations Planning at Red Tomato 7. Behavior management
9.5 Implementing Sales and Operations 8. Professional
Planning in Practice development
9.6 Summary of Learning Objectives 9. Brainstorm
10. Decision-making
14. Design e- model
11 procurement CHAPTER 10 COORDINATION IN A 1. Visualization LCD Projector, Output
strategies for a SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
firm’s procurement 3. Inquiry-based Pictures, Power Question and
portfolio of products 10.1  Lack of Supply Chain Coordination  instruction point presentation answer segment,
and services. and the Bullwhip Effect 4. Differentiation PREZI Quiz, Presenter
10.2 The Effect on Performance of Lack of 5. Circle talk individual
Coordination 6. Technology in the Evaluation Sheet
10.3 Obstacles to Coordination in a Supply classroom (Rubric)
Chain 7. Behavior management
15. Evaluate how the 10.4 Managerial Levers to Achieve 8. Professional
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logistics process can Coordination development

be constrained by 10.5 Continuous Replenishment and 9. Brainstorm
product design, and Vendor-Managed Inventories 10. Decision-making
the implications of 10.6 Collaborative Planning, Forecasting, model
constraint reduction and Replenishment
on logistics 10.7 Achieving Coordination in Practice
performance and 10.8 Summary of Learning Objectives
12 market CHAPTER 11 MANAGING ECONOMIES 1. Visualization LCD Projector, Output
responsiveness. OF SCALE IN A SUPPLY CHAIN: CYCLE 2. Cooperative learning Netbook, Manual, Presentation
INVENTORY 3. Inquiry-based Pictures, Power Question and
instruction point presentation answer segment,
11.1 The Role of Cycle Inventory in a 4. Differentiation PREZI Quiz, Presenter
Supply Chain 5. Circle talk individual
16. Determine when 11.2 Estimating Cycle Inventory-Related 6. Technology in the Evaluation Sheet
and how a supplier Costs in Practice classroom (Rubric)
should be integrated 11.3 Economies of Scale to Exploit Fixed 7. Behavior management
into the new product Costs 8. Professional
development 11.4 Aggregating Multiple Products in a development
process. Single Order 9. Brainstorm
11.5 Economies of Scale to Exploit Quantity 10. Decision-making
Discounts model
11.6 Short-Term Discounting: Trade
Promotions
11.7 Managing Multiechelon Cycle
Inventory
11.8 Summary of Learning Objectives
13 17. Determine the IT CHAPTER 12 MANAGING 1. Visualization LCD Projector, Output
infrastructure UNCERTAINTY IN A SUPPLY CHAIN: 2. Cooperative learning Netbook, Manual, Presentation
requirements and IT SAFETY INVENTORY 3. Inquiry-based Pictures, Power Question and
integration strategy instruction point presentation answer segment,
for supply chain 12.1 The Role of Safety Inventory in a 4. Differentiation PREZI Quiz, Presenter
management. Supply Chain 5. Circle talk individual
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12.2 Factors Affecting the Level of Safety 6. Technology in the Evaluation Sheet
Inventory classroom (Rubric)
12.3 Determining the Appropriate Level of 7. Behavior management
Safety Inventory 8. Professional
18. Determine the 12.4 Impact of Supply Uncertainty on development
decision support Safety Inventory 9. Brainstorm
system requirements 12.5 Impact of Aggregation on Safety 10. Decision-making
for supply chain Inventory model
management. 19. 12.6 Impact of Replenishment Policies on
Evaluate the risks Safety Inventory
and advantages of 12.7 Managing Safety Inventory in a
international supply Multiechelon Supply Chain
chains. 12.8 The Role of IT in Inventory
Management
12.9 Estimating and Managing Safety
Inventory in Practice
12.10 Summary of Learning Objectives
14 20. Evaluate the CHAPTER 13 DETERMINING THE 1. Visualization LCD Projector, Output
implications of OPTIMAL LEVEL OF PRODUCT 2. Cooperative learning Netbook, Manual, Presentation
regional differences AVAILABILITY 3. Inquiry-based Pictures, Power Question and
in logistics while instruction point presentation answer segment,
designing 13.1 The Importance of the Level of 4. Differentiation PREZI Quiz, Presenter
international supply Product Availability 5. Circle talk individual
chains. 13.2 Factors Affecting Optimal Level of 6. Technology in the Evaluation Sheet
Product Availability classroom (Rubric)
13.3 Managerial Levers to Improve Supply 7. Behavior management
Chain Profitability 8. Professional
13.4 Setting Product Availability for development
Multiple Products Under Capacity 9. Brainstorm
Constraints 10. Decision-making
13.5 Setting Optimal Levels of Product model
Availability in Practice
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13.6 Summary of Learning Objective

15 CHAPTER 14 TRANSPORTATION IN A 1. Visualization LCD Projector, Output
SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
3. Inquiry-based Pictures, Power Question and
14.1 The Role of Transportation in a Supply instruction point presentation answer segment,
Chain 4. Differentiation PREZI Quiz, Presenter
14.2 Modes of Transportation and Their 5. Circle talk individual
Performance Characteristics 6. Technology in the Evaluation Sheet
14.3 Transportation Infrastructure and classroom (Rubric)
Policies 7. Behavior management
14.4 Design Options for a Transportation 8. Professional
Network development
14.5 Responsive Distribution Network 14.6 9. Brainstorm
Trade-Offs in Transportation Design 10. Decision-making
14.7 Tailored Transportation model
14.8 The Role of IT in Transportation 14.9
Making Transportation Decisions in
Practice
14.10 Summary of Learning Objectives
16 CHAPTER 15 SOURCING DECISIONS IN 1. Visualization LCD Projector, Output
A SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
3. Inquiry-based Pictures, Power Question and
15.1 The Role of Sourcing in a Supply Chain instruction point presentation answer segment,
15.2 In-House or Outsource? 15.3 4. Differentiation PREZI Quiz, Presenter
Examples of Successful Third-Party 5. Circle talk individual
Suppliers 6. Technology in the Evaluation Sheet
15.4 Total Cost of Ownership classroom (Rubric)
15.5 Supplier Selection—Auctions and 7. Behavior management
Negotiations 8. Professional
15.6 Sharing Risk and Reward in the development
Supply Chain 9. Brainstorm
15.7 The Impact of Incentives When 10. Decision-making
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Outsourcing model
15.8 Designing a Sourcing Portfolio:
Tailored Sourcing
15.9 Making Sourcing Decisions in Practice
15.10 Summary of Learning Objectives
17 CHAPTER 16 PRICING AND REVENUE 1. Visualization LCD Projector, Output
MANAGEMENT IN A SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
3. Inquiry-based Pictures, Power Question and
16.1 The Role of Pricing and Revenue  instruction point presentation answer segment,
Management in a Supply Chain  4. Differentiation PREZI Quiz, Presenter
16.2 Pricing and Revenue Management for  5. Circle talk individual
Multiple Customer Segments 6. Technology in the Evaluation Sheet
16.3 Pricing and Revenue Management for  classroom (Rubric)
Perishable Assets 7. Behavior management
16.4 Pricing and Revenue Management for  8. Professional
Seasonal Demand  development
16.5 Pricing and Revenue Management for  9. Brainstorm
Bulk and Spot Contracts 10. Decision-making
16.6 Using Pricing and Revenue  model
Management in Practice
16.7 Summary of Learning Objectives
18 CHAPTER 17 SUSTAINABILITY AND THE 1. Visualization LCD Projector, Output
SUPPLY CHAIN 2. Cooperative learning Netbook, Manual, Presentation
3. Inquiry-based Pictures, Power Question and
17.1 The Role of Sustainability in a Supply  instruction point presentation answer segment,
Chain  4. Differentiation PREZI Quiz, Presenter
17.2 The Tragedy of the Commons 5. Circle talk individual
17.3 Key Pillars of Sustainability 6. Technology in the Evaluation Sheet
17.4 Sustainability and Supply Chain  classroom (Rubric)
Drivers  7. Behavior management
17.5 Closed-Loop Supply Chains 17.6 The  8. Professional
Pricing of Sustainability development
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 Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT

17.7 Summary of Learning Objectives 9. Brainstorm

10. Decision-making
model
1-day Seminar Workshop
Supply Office Mock Assessment (Private Company) – Written Report
FINAL EXAMINATION
100 points

REFERENCES:
Chopra, Sunil Supply chain management : strategy, planning, and operation / Sunil Chopra, Kellogg School of Management, Peter Meindl, Kepos
Capital.—Sixth Edition. pages cm ISBN 978-0-13-380020-3—ISBN 0-13-380020-2
Calcott, Paul, and Margaret Walls. “Can Downstream Waste Disposal Policies Encourage Upstream Design for Environment?” American Economic
Review (May 2000): 90, 233–237.
Creyts, Jon, Anton Derkach, Scott Nyquist, Ken Ostrowski, and Jack Stephenson. Reducing U.S. Greenhouse Gas Emissions: How Much at What
Cost? McKinsey & Company, December 2007.
Ferguson, Mark E., and Gilvan C. Souza. Closed-Loop Supply Chains. Boca Raton, FL: CRC Press, 2010. Goulder, Lawrence H., and Andrew R.
Schein. “Carbon Taxes vs. Cap and Trade: A Critical Review.” NBER Working Paper no. 19338, August 2013.
Guide, V. Daniel R., Jr., and Luk N. Van Wassenhove. “The Evolution of Closed Loop Supply Chains.”
Operations Research (January–February 2009): 57, 10–18. Hardin, Garrett. “The Tragedy of the Commons.” Science (1968): 162, 1243–1248.
Hawken, Paul, Amory Lovins, and L. Hunter Lovins. Natural Capitalism. New York: Little, Brown and Company, 1999. Horne, Ralph, Tim Grant, and
Karli Varghese. Life Cycle Assessment: Principles, Practice and Prospects. Collingwood,
Australia: CSIRO Publishing, 2009. Lee, Hau L. “Don’t Tweak Your Supply Chain—Rethink It End to End.” Harvard Business Review (October
2010): 61–69.

Puerto Princesa City, Palawan 5300 WPU- QSF-OUP-16 Rev.00 (o8.01.18)

www.wpu.edu.ph ● [email protected] ●Mobile: +639985510683
 Republic of the Philippines
Western Philippines University
A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
COLLEGE OF BUSINESS AND MANAGEMENT

McDonough, William, and Michael Braungart. Cradle to Cradle. New York: North Point Press, 2002. Plambeck, Erica. Wal-Mart’s Sustainability
Strategy. Stanford Graduate School of Business Case OIT-71, 2007. Prokesch, Steven. “The Sustainable Supply Chain.” Harvard Business Review
(October 2010): 70–72.
Weitzman, Martin, L. “Prices vs. Quantities.” The Review of Economic Studies (October 1974): 41, 477–491.
Prepared by:

EDEL MIKEL ALI P. MAUTE

(Faculty)

Recommending Approval: Approved by:

JOSEFINA S. VIERNES JEFFREY JUN B. YANA

(Program Chair) (Dean)

Puerto Princesa City, Palawan 5300 WPU- QSF-OUP-16 Rev.00 (o8.01.18)

www.wpu.edu.ph ● [email protected] ●Mobile: +639985510683