Notice bibliographique
Résumé
Logistics is regarded as an area of high importance in business, contributing to profitability and competitiveness.Logistics is crucial also from a societal perspective, since logistical activities count for a big proportion of a country's GNP, and since effective logistics systems can help reducing some of the environmental problems we face today.Higher education has an important role to play in order to provide business and society with well-educated logistics personnel.Since not much research is published within higher education in logistics, the purpose of this thesis was defined as:To contribute to the knowledge on teaching and learning logistics in higher education.More specifically, two research questions were set up:What knowledge and skills are important for students to learn during higher education in logistics?RQ2: How can students' learning of these skills and knowledge be facilitated?A comprehensive literature review serves as a basis for the study.The literature on logistics education gives limited guidance concerning what is to be learned during higher education in logistics, as well as how to facilitate learning within logistics.These findings indicate that the logistics teaching faculty do not base their course designs and teaching practices on solid knowledge on what and how to teach.Although a major finding of my work is that more research is needed, some more concrete propositions can be made.In order to reach some kind of answers to the research questions, a selection of pedagogical theories was applied on logistics education with help from illustrating examples, partly found in literature, and partly from specific studies performed as part of this thesis.Concerning the first research question, I propose a tentative model, illustrating how different logistics knowledge and skills can be positioned against each other.A division is made between subject-specific and generic knowledge and skills, and two core generic skills within logistics are proposed: Total cost analysis and Structured investigation method.From pedagogical literature, the concept of thresholds was introduced.A threshold refers to something that is troublesome for students to overcome, but once passed leads to a new way of understanding.The identification of the thresholds associated with acquiring important knowledge and skills, is therefore important for teachers.Some thresholds concerning logistics education are discussed in the thesis.For the two core generic skills proposed above, it is suggested that 'case-specific adaptation of total cost models' is a threshold for total cost analysis, and 'investigation planning' is suggested as a threshold for structured investigation method.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,003 |
| Communication savante | 0,008 | 0,005 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».