VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Industrial Engineering and Management

COURSE SYLLABUS
Course Name: INTERNATIONAL TRANSPORTATION &
LOGISTICS
Course Code: IS067IU

1. General information

Course This course will provide the students with an understanding of both the
designation fundamental role and importance of transportation and logistics in
companies and in our society, and the complex environment in which
transportation and logistics service is provided today.
This course takes a managerial approach to teaching transportation and
logistics concepts and issues, providing students the tools to adapt to this
fast-paced and rapidly changing industry.
Semester(s) in 7
which the
course is
taught
Person Assoc. Prof. Dr Ho, Thi Thu Hoa
responsible for
the course
Language English
Relation to Compulsory
curriculum
Teaching Lecture, lesson, discussion, project.
methods
Workload (Estimated) Total workload: 70
(incl. contact Contact hours (please specify whether lecture, exercise, laboratory session, etc.):
hours, self- 45
study hours)
Private study including examination preparation, specified in hours 1: 25

1
When calculating contact time, each contact hour is counted as a full hour because the organisation of the

1
Credit points 3
Required and None
recommended
prerequisites
for joining the
course
Course Students will be provided with knowledge and skills of fundamental principles,
objectives concepts, operations processes of international transportation and logistics.
Students will be able to apply the real-world concepts developed to a range of
situations including the workplace and further study in their careers path and
lifelong learning.
Course Upon the successful completion of this course students will be able to:
learning
outcomes Competency Course learning outcome (CLO)
level
Knowledge CLO1. Students will be able to describe key concepts
and scope of international transportation and logistics
CLO2. Students will be able to analyze transportation
costing and pricing, carrier strategy, information
management and emerging technologies, transportation
management strategy and process and propose solutions
in the area of international transportation and logistics
Skill CLO3. Students will be able to apply various methods to
design international transportation and logistics systems.
Attitude CLO4. Students will have positive attitude in both self-
learning and group project with other disciplines related
to international transportation and logistics, especially
solving related problems.

schedule, moving from room to room, and individual questions to lecturers after the class, all mean that about 60
minutes should be counted.

2
Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture and practice session (3 hours)
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Weight (hour) Level
3 I
Introduction to Transportation and
Logistics in Supply Chain
Costing and Pricing for Transportation 3 I, T, U

Modes of Transport 9 I, T, U
3 I, T, U
Private Transportation and Fleet
Management
Third Party Logistics 6 I, T, U
Global Transportation 6 I, T, U
Transportation Risk Management 3 I, T, U
Transportation Planning: Supply 3 I, T, U
and Demand
I, T
Route choice and static assignment 3
I, T
Transport Supply Network Design 3
3 U
Group presentation
and final exam preparation
Examination Short-answer questions, Case-answer questions
forms
Study and Attendance: A minimum attendance of 80 percent is compulsory for the class
examination sessions. Students will be assessed on the basis of their class participation.
requirements Questions and comments are strongly encouraged.
Assignments/Examination: Students must have more than 50/100 points overall to
pass this course.

3
Reading list 1. Coyle, John J., Robert A. Novack, Brian J. Gibson (2016), Transportation
A global supply chain perspective, 8th edition. South-Western Cengage,
Boston. (Core book)
2. E. Cascetta (2009), Transportations systems analysis: models and
applications. Springer
3. Alan Harrison and et. (2014), Logistics management and strategy
competing through the supply chain (fifth edition), Pearson
4. Thorben Seiler (2012), Operative Transportation Planning Solutions in
Consumer Goods Supply Chains. Springer
5. Rodrigue, J-P., Comitos, C., Slack, B. (2013) The Geography of
Transport Systems, 3rd ed, Routledge: Albington
6. Incoterms 2020

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-4) and Program/Student
Learning Outcomes (SLO) (1-7) is shown in the following table:
PLO/SLO
CLO 1 2 3 4 5 6 7
1 x
2 x
3 x
4 x
ABET_Student Outcomes
Criteria for Accrediting Engineering Programs, 2020-2021
1. an ability to identify, formulate, and solve complex engineering problems
by applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals,
plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze
and interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.

4
3. Planned learning activities and teaching methods

Week Topic CLO Assessments Learning activities Resources

Introduction to
Transportation and
Logistics in Supply [1]. Chapter 1
Lecture, discussion,
1 Chain 1 Q&A
Costing and Pricing for Warm up and review,
Transportation [1]. Chapter 4
lecture, discussion,
2 1,2 HW1.1 Q&A

3-4-5 Modes of Transport Warm up and review,

[2]. Chapter 5-6-7-8
lecture, discussion,
1,2 HW1.2 Q&A
Private Transportation
and Fleet Management Warm up and review,
[1]. Chapter 13
lecture, discussion,
6 1, 2 HW2.1 Q&A
Third Party Logistics 2, 3
Warm up and review,
[1]. Chapter 12
lecture, discussion,
7-8 HW2.2 role play, Q&A
9-10 Midterm
Global Transportation [1]. Chapter 10, 11,
Warm up and review,
11-12 3 HW3.1 14
lecture, discussion,
Q&A [6] Incoterms 2020

13
Transportation Risk 1,2
Management Warm up and review,
[1]. Chapter 9
lecture, discussion,
HW3.2 Q&A
14
Transportation Planning: 1,2
Supply and Demand Warm up and review,
[2]. Chapter 2-5-9
lecture, discussion,
HW3.3 Q&A

15 Route choice and static 2, 3

Warm up and review,
[2]. Chapter 5
assignment lecture, discussion,
HW4.1 Q&A
Transport Supply 2, 3
Warm up and review,
[2]. Chapter 9
Network Design lecture, discussion,
16 HW4.2 Q&A
17 Group presentation 3, 4 Presentation
Warm up and review,
and final exam group work
preparation presentation, Q&A
18 Final exam

5
4. Assessment plan

Assessment Type CLO1 CLO2 CLO3 CLO4

HW3-
HW2 HW4
In-class assignment HW 1
(10%) 60% Pass 60% Pass 60% Pass
Group
Group projects project
(20%) 80% Pass

Midterm exam (30%) 60% Pass 60% Pass

Final exam (40%) 60% Pass 60% Pass

Note: %Pass: Target that % of students having scores greater than 50 out of 100.

5. Rubrics (optional)

5.1. Grading checklist

Grading checklist for Written Reports
Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Technical content (60%)
Abstract clearly identifies purpose and summarizes 10
principal content
Introduction demonstrates thorough knowledge of 15
relevant background and prior work
Analysis and discussion demonstrate good subject mastery 30
Summary and conclusions appropriate and complete 5
Organization (10%)
Distinct introduction, body, conclusions 5
Content clearly and logically organized, good transitions 5
Presentation (20%)
Correct spelling, grammar, and syntax 10

6
Clear and easy to read 10
Quality of Layout and Graphics (10%) 10
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW
Score Description
5 Demonstrates complete understanding of the problem. All requirements of task are included
in response
4 Demonstrates considerable understanding of the problem. All requirements of task are
included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted
Note: this rubric is also used to evaluate questions in an exam.

5.3. Analytic rubric

Critical thinking value rubric for evaluating questions in exams:
Capstone Milestone Benchmark
4 3 2 1
Issue/ problem to be
Issue/ problem to be Issue/ problem to be considered critically is
considered critically is stated considered critically is stated but description
clearly and described stated, described, and leaves some terms Issue/ problem to be
comprehensively, delivering clarified so that undefined, ambiguities considered critically is
all relevant information understanding is not unexplored, boundaries stated without
Explanation of necessary for full seriously impeded by undetermined, and/ or clarification or
issues understanding. omissions. backgrounds unknown. description.

Information is taken
from source(s) with
some interpretation/
Information is taken from Information is taken from evaluation, but not Information is taken
source(s) with enough source(s) with enough enough to develop a from source(s) without
Evidence interpretation/ evaluation to interpretation/ evaluation coherent analysis or any interpretation/
Selecting and using develop a comprehensive to develop a coherent synthesis. Viewpoints of evaluation.
information to analysis or synthesis. analysis or synthesis. experts are taken as Viewpoints of experts
investigate a point of Viewpoints of experts are Viewpoints of experts are mostly fact, with little are taken as fact,
view or conclusion questioned thoroughly. subject to questioning. questioning. without question.
Shows an emerging
Questions some awareness of present
assumptions. Identifies assumptions
Thoroughly (systematically several relevant contexts (sometimes labels
and methodically) analyzes when presenting a assertions as
own and others' assumptions Identifies own and others' position. May be more assumptions). Begins
and carefully evaluates the assumptions and several aware of others' to identify some
Influence of context relevance of contexts when relevant contexts when assumptions than one's contexts when
and assumptions presenting a position. presenting a position. own (or vice versa). presenting a position.

Specific position (perspective, Specific position

thesis/ hypothesis) is (perspective, Specific position Specific position
imaginative, taking into thesis/hypothesis) takes (perspective, thesis/ (perspective, thesis/
Student's position account the complexities of an into account the hypothesis) hypothesis) is stated,
(perspective, issue. Limits of position complexities of an issue. acknowledges different but is simplistic and
thesis/hypothesis) (perspective, thesis/ Others' points of view are sides of an issue. obvious.

7
hypothesis) are acknowledged.
Others' points of view are
synthesized within position acknowledged within
(perspective, thesis/ position (perspective,
hypothesis). thesis/ hypothesis).
Conclusion is logically
Conclusion is logically tied to information Conclusion is
Conclusions and related tied to a range of (because information is inconsistently tied to
outcomes (consequences and information, including chosen to fit the desired some of the
implications) are logical and opposing viewpoints; conclusion); some information discussed;
Conclusions and reflect student’s informed related outcomes related outcomes related outcomes
related outcomes evaluation and ability to place (consequences and (consequences and (consequences and
(implications and evidence and perspectives implications) are implications) are implications) are
consequences) discussed in priority order. identified clearly. identified clearly. oversimplified.
Source: Association of American Colleges and Universities

Oral communication value rubric for evaluating presentation tasks:

Capstone Milestone Benchmark
4 3 2 1
Organizational pattern
(specific introduction and Organizational pattern
conclusion, sequenced (specific introduction and Organizational pattern Organizational pattern
material within the body, conclusion, sequenced (specific introduction and (specific introduction and
and transitions) is clearly material within the body, conclusion, sequenced conclusion, sequenced
and consistently and transitions) is clearly material within the body, material within the body,
observable and is skillful and consistently and transitions) is and transitions) is not
and makes the content of observable within the intermittently observable observable within the
Organization the presentation cohesive. presentation. within the presentation. presentation.
Language choices are
Language choices are Language choices are mundane and Language choices are
imaginative, memorable, thoughtful and generally commonplace and unclear and minimally
and compelling, and support the effectiveness partially support the support the effectiveness
enhance the effectiveness of the presentation. effectiveness of the of the presentation.
of the presentation. Language in presentation presentation. Language in Language in presentation
Language in presentation is appropriate to presentation is is not appropriate to
Language is appropriate to audience. audience. appropriate to audience. audience.
Delivery techniques
Delivery techniques Delivery techniques Delivery techniques (posture, gesture, eye
(posture, gesture, eye (posture, gesture, eye (posture, gesture, eye contact, and vocal
contact, and vocal contact, and vocal contact, and vocal expressiveness) detract
expressiveness) make the expressiveness) make the expressiveness) make the from the understandability
presentation compelling, presentation interesting, presentation of the presentation, and
and speaker appears and speaker appears understandable, and speaker appears
Delivery polished and confident. comfortable. speaker appears tentative. uncomfortable.
A variety of types of
supporting materials Supporting materials Supporting materials
(explanations, examples, (explanations, examples, (explanations, examples, Insufficient supporting
illustrations, statistics, illustrations, statistics, illustrations, statistics, materials (explanations,
analogies, quotations from analogies, quotations analogies, quotations examples, illustrations,
relevant authorities) make from relevant authorities) from relevant authorities) statistics, analogies,
appropriate reference to make appropriate make appropriate quotations from relevant
information or analysis reference to information reference to information authorities) make reference
that significantly supports or analysis that generally or analysis that partially to information or analysis
the presentation or supports the presentation supports the presentation that minimally supports the
establishes the presenter's or establishes the or establishes the presentation or establishes
Supporting credibility/ authority on presenter's credibility/ presenter's credibility/ the presenter's credibility/
Material the topic. authority on the topic. authority on the topic. authority on the topic.
Central message is
compelling (precisely Central message is Central message can be
stated, appropriately Central message is clear basically understandable deduced but is not
repeated, memorable, and and consistent with the but is not often repeated explicitly stated in the
Central Message strongly supported.) supporting material. and is not memorable. presentation.

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Source: Association of American Colleges and Universities

6. Date revised: April 15th, 2022

Ho Chi Minh City, dd/mm/yyyy

Dean of School of Industrial Engineering
and Management
(Signature)

Assoc. Prof. Dr. Nguyen Van Hop