This second-year, second-semester information management module builds further on the student’s knowledge and skills from year one of the program, particularly problem definition, modelling and spreadsheet-based skills. A prerequisite for a career in logistics is the ability to manipulate data in order to define/diagnose a problem and consequently create a decision-support tool using either optimisation or simulation. Succeeding this is the ability to analyse a range of solutions to identify the most appropriate outcome in a given problem context, resulting in a real-world recommendation.
The module continues to help the student visualise, represent and solve real-world problems to prepare them for the analytical framework outlined above. It is preceded by a spreadsheet-based module in the first semester.
The overall aim of the course is to ensure that students achieve the ability to model relatively complex operations management and logistics issues in a supply chain context with the aim of making valid recommendations that are relevant to real-world problems. Students will develop skills in diagnosing and defining problems as well as the skills and knowledge in addressing these problems using optimisation or simulation.
Introductions to simulation: the modelling process, random and pseudo-random numbers, determining length of run and a number of runs Simulation distributions: selecting appropriate distributions, and fitting distributions to data. Discrete versus continuous probability distributions
Design of ExperimentsInterpreting simulation model output, precision control and accuracyOptimisation in simulation, running multiple input values, simulation and sensitivity analysisComplexity and simulation
The module is taught in the computer laboratory environment and supplemented by a small number of formal lectures. The template for individual topics is for an overview of the area plus a reference to relevant theory to be introduced by the lecturer. The students then progress to a problem-based learning paradigm on which they are assessed. This is the ‘faded guidance’ model designed to reduce cognitive loading on the student.
|Module Content & Assessment