Curriculum Review for the PLM Undergraduate Program

[MU]MZUMBE UNIVERSITY

FACULTY OF COMMERCE

A REVIEW OF THE CURRICULUM FOR THEPROCUREMENT AND LOGISTICS MANAGEMENT (PLM)

UNDERGRADUATE PROGRAMME

BY

THE PLM PROGRAMME UNDERGRADUATE AND GRADUATESTUDENTS

Analysis by Anatory M. Kamihanda

July 2009

TABLE OF CONTENTSPage

1. Submission………………………………………………………..i2. Table of Contents…………………………………………………iii3. Abstract…………………………………………………………...iv4. Chapter One: Approaching the Study…………………………….15. Chapter Two: The Characteristics of the

Review………………...46. Chapter Three: Strategies for Program

Improvement…………….97. Chapter Four: Responsive Learning Outcomes and

Course Menu For the PLM UndergraduateProgram…………………….198. Appendix 1: The Review Instrument……………………………...29

iii

ABSTRACT

This is a review on the Procurement and LogisticsManagement (PLM) undergraduate program by bothundergraduate and graduate students of the so far entirePLM program attending studies at Mzumbe Campus duringSemester II of the 2008/2009 academic year.

A standard questionnaire was deployed on the entirepopulation, with graduate students having an extendedlist of variables, but only 57 of them attended to it.This is equivalent to 70% of the population.

The current design of the PLM undergraduate program haspositive characteristics:-1. The scope of the subject in its courses is adequate for

amounting into a profession.2. The market for its products exists in the country.3. Graduates can even employ themselves.4. The quality of training is adequate to many who attend.5. The fees are lower than for comparable programs in

other institutions of higher learning.6. The learning environment can be taken in stride.7. Students also value the fact that the philosophy of the

program is for fighting corruption, especially inpublic procurement.

On the other hand, limitations in the design are in goodattendance: 1. Above all, that the content does not specifically

instruct on the content and application of the PublicProcurement Act No. 21 of 2004, including itsRegulations of 2005.

2. The training methodology is overly theoretical.3. A number of courses duplicate each other.4. Lecturers are not close enough to students.5. Some courses are not well sequenced.6. Computers are not enough.7. Important courses are still missing.

iv

8. Students are not assisted to secure employment.9. Some non-professional courses have been recommended for

removal so that more professional courses can beintroduced. The reader shall discover, however, thatsome contributions by respondents are either notpractical or not well informed. Such ideas are part ofthis review to respect the efforts by our respondents,even they cannot be emphasized.

Chapter Four ahead contains perceived Learning Outcomesand a corresponding Training Specification.

v

CHAPTER ONE

APPROACHING THE STUDY

1.1 A Policy Execution

The Tanzania Commission for Universities (TCU) requires

that all Universities should review their curricula

every three (3) years. The Faculty of Commerce, Mzumbe

University is putting this policy into operation

through this review.

It should be said, though, that even without the TCU,

the University was going to review its programs anyway,

as a matter of “originative” policy.

1.2 The Question of the Study

To what extent does the current design of the

Procurement and Logistics Management (PLM) program of

Mzumbe University conform to the needs of its

customers?

1.3 The Objective of the Study

To generate feedback from both undergraduate and

graduate students of the (PLM) program of Mzumbe

University on the limitations in the current program

design and suggestions on how to comply it.

1.4 Methodology

1.4.1 Identification Information on the Sampling Units

(a) Programs’ Distribution

S/No. Programs Frequencies1 Second years 202 Third years 243 Master’s ex-Mzumbe 94 Master’s others 4

Total 57

(b) Ages’ Distribution

S/No. Ages in years Frequencies1 20 – 29 402 30 – 39 103 40 – 49 7

Total 57

(c) Gender Distribution

S/No. Gender Frequencies1 Male 292 Female 28

Total 57

(d) Marital Status Distribution

S/No. Marital Status Frequencies1 Single 402 Married 17

Total 57

(e) Religion Distribution

S/No. Religions Frequencies1 Christian 462 Muslims 83 Atheists 3

Total 57

1.4.2 The Sampling Frame

“Clusters” were important since all groups at the

University at the time of data gathering had to be

covered for specific group-level capture. That is,

Second-year, Third-year and Master’s students. The

three groups are not homogeneous.

A very small and yet also very useful cluster was the

non-Mzumbe graduates of the MSc (PSCM) Master’s class.

As the reader shall find out, they have been a

comforting benchmark.

The “strata” were also important. Third year students

have brought in serious reflections from their field

attachment semester. While graduate students have been

in the field even much longer, apart from some being

the University alumni.

Otherwise, the sample was obviously “purposive”.

1.5 Prioritization

To prioritize on the intervention strategy, both

parametric and non-parametric statistical analysis has

been adopted. The basis of the analysis being the

universal principle of putting priorities; the ABC

analysis or 80 – 20 rule.

CHAPTER TWO

THE CHARACTERISTICS OF THE REVIEW

2.0 Factor Analysis on Variables of Curriculum Review 2009

for the Procurement and Logistics Management (PLM)

Programme by Student Respondents

2.1 A General Description of the Program (The Thing MostlyAssociated With)

S/No.

Factors Frequencies

1 It is professional andinteresting

14

2 It is profitable and marketable 173 It costs money 5

Relating to “professional and interesting” specific

descriptions included that it uses group works; teaches

quantitative techniques and sensitizes against

corruption. “Profitable and marketable” included that

it provides real-world experiences and facilitates

corporate success. Related to costs, a respondent

observed that it costs less than it would at the

Institute of Finance Management (IFM). A master’s

student who did his undergraduate in Information

Technology (IT) at the IFM, simply remembered that it

was “IT – related”.

2.2 The Main Complaint or Problem against the Programme

S/No.

Factors Frequencies

1 The omission of the PublicProcurement Act (PPA), 2004

15

2 Too theoretical inpresentation

14

3 Content not balanced 124 Inadequate lecturer support 85 Insufficient knowledge on

research report writing1

The PPA, 2004 was described as “the only mirror for

measuring professionalism in public procurement in

Tanzania”. The program does not address “current” and

“future” issues. There is need for case studies based

on the Public Procurement Appeals Authority (PPAA);

copies of bills of lading, purchase orders, etc. to be

shown in class and students to be able to prepare

annual procurement plans. The Procurement and Supplies

Professional Board (PSPB) should be studied.

There are repetitions among LOG 100, LOG 200, LOG 210,

LOG 240 and LOG 250. ACC 270 is not relevant;

International Procurement should be studied before

field attachment; examinations are more complicated

than the level of candidates; there are calculations;

and reference books and computers are not enough.

While one is saying the content is skimpy, another one

is saying it is long and tiresome! And yet another

firmly said “no problem at all”.

Lecturers are not close enough to students especially

those students who do not perform well! Lecturers are

not enough and are absent for long spells when they

have to facilitate undergraduate and graduate classes

both at Mzumbe and Dar es Salaam. Some are not

competent. One respondent was bitter that his field

supervisor was not available.

A graduate student who attended the Tanzania Institute

of Accountancy and Management (TIAM) did not receive

sufficient knowledge on research report writing.

Meanwhile, the profession is not well recognized. It is

“not sovereign” and it is undermined by other

professions.

2.3 The Criterion for Choosing the Undergraduate Programme

S/No.

Factors Frequencies

1 A professional want 272 Marketability 243 Mzumbe’s convincing

reputation1

4 To become a full database 1

administrator

In “a professional want” an idea recurring often is of

a patriotic sense “to save the nation in public

procurement”. An IT graduate of the IFM wanted to

become a database administrator.

2.4 A New Feature or Service or Subject Suggested forIntroduction because it is Lacking

S/No.

Factors Frequencies

1 The Public Procurement Act,2004

24

2 Re-structuring the programcontent

3

3 Be practical in methodology 164 Employ experienced lecturers 45 Accommodate disabled and

orphans and without fees1

6 Research report writing 1

An observation was made that graduates of Chanika

College have a much better grip on the PPA, 204.

Introduce project management; social ethics; management

of contracts. Supply chain management and e-

procurement; supply chain auditing; computer decisions

in public procurement; consultancy skills and

methodology; finance for managers and the ethical code

of conduct in public procurement. Address the future;

facilitate registration with the PSPB; offer counseling

on how to succeed in the program; invite prospective

employers to the University to talk about job

opportunities like it was done for BAF; introduce a

project activity in all functional courses; emphasize

more e-procurement but make IT practical; and arrange

for study tours to the Public Procurement Regulatory

Authority (PPRA), PPAA, etc.

Improve on student-lecturer cooperation and employ more

experienced lecturers. A graduate of TIAM advised them

to “emphasize on research report writing”.

2.5 Things Needing Changing or Improvement IncludingIrrelevant Courses

S/No.

Factor Frequencies

1 Training methodology infavour of a practicalapproach

21

2 Program course re-structuring

21

Encourage discussions and presentations. Increase

supply courses. Combine ICT 210 and ICT 365. Link the

law of contract to procurement. Exclude DST and COM.

Combine QMS 101 and 102.

2.6 (a) Whether Respondents would Recommend the Program toa Close

Friend or Relative

S/No.

Factor Frequencies

1 Yes 55

A respondent put it as “highly recommended”. Yet

another insisted that a mathematical background is

needed.

(b) Reasons for Recommending the Programme

S/No.

Factors Frequencies

1 Marketability 342 Useful program content 213 Adequate quality of training

of Mzumbe University4

4 National wealth creation andpatriotism

9

The profession is critical to the success of

organizations and there is an experts’ gap in the area

in the country. The program offers basic life skills.

It is multi-disciplinary; has an opening for academic

development; and supports self-employment. It is well

delivered at Mzumbe by qualified lecturers; in an

environment conducive for learning.

The IT graduate of the IFM is among the “Yes”

respondents in 6(a) above; for he says “the IT program

itself is paying despite the inadequacy of lecturers.”

By Masters’ Students Only

2.7 Benefits that Were Expected from the UndergraduateTraining

S/No.

Factors Frequencies

1 To be a procurement expertin Tanzania

2

2 To secure employment 93 To be an expert in IT field 1

2.8 Whether Undergraduate Training met Expectations

S/No.

Factors Frequencies

1 Yes 42 Not completely 53 No and Not at all 2

The “not completely” responses put some estimates at

the level of satisfaction as about 30% and 40%.

Otherwise, they missed project management, procurement

planning and especially the PPA, 2004.

The one “no” response was referring to her

undergraduate program at the Tanzania Institute of

Accountancy and Management (TIAM) and the other “not at

all” to his IT program at the Institute of Finance

Management (IFM).

2.9 Effect in Real Life of Unmet Expectations from theUndergraduate Program

S/No.

Factors Frequencies

1 Being given a status of aCertificate holder insteadof a Degree holder byemployers

4

2 Being paid a low salary 33 Failing to practice

procurement in the publicsector

5

4 Doing much reading duringpersonal time

1

5 Failing to be an expert inIT nor marketable

1

CHAPTER THREE

STRATEGIES FOR PROGRAM IMPROVEMENT

3.0 The Statistical Significance of the Proportion of the

Factors Accounting for

80% of the Frequencies on the Variables of Review

3.1 A General Description of the Program (The Thing Mostly

Associated With)

An evaluation of factors falling into the “A” group by

cumulating (accounting for 80% of frequencies)

partitions total frequencies into two parts. The

probabilities for the two parts are therefore

dichotomous and determined by the Binomial

distribution. The factors of 80% of the frequencies are

the strategies of curriculum improvement on a given

review variable.

Y = a random variable of “A” factors’frequencies x1 + x2 ….. Totaling up to Y andcounting from k that account for about 80% oftotal frequencies in a variable of curriculumreview.

P = the proportion of “A” factors’frequencies in the number of items

on the variable. The remaining proportion isdenoted q.

N = total frequencies on a curriculum reviewvariable.

N – Y = total frequencies on a curriculum reviewvariable minus

frequencies of the “A” factors.

If N is more than 25 provided that Npq is greater than

9 when p is near 0 or 1, the Binomial distribution can

be approximated by a normal distribution. Then

For the variable “a general description” of theProcurement and Logistics Management program:

S/No.

Factors Frequencies

1 It is profitable and marketable

17

2 It is professional andinteresting

14

Sub-total of “A” factors; Y 31Total on the variableincluding N – Y(5); N

36

p under Ho conditions 2/3

The Z score above shall approximate the Binomial

critical values found in a sample and associated

probabilities under Ho conditions.

Correcting for continuity;

When Y (31) is less than Np (36 x 2/3) 0.5 is added to

Y to correct for continuity. When Y is more than Np

0.5 is deducted from Y.1

A z value of 2.3 when Ho is true, (p = 2/3) has a

probability of occurrence of 0.0107. Even at = 0.01

therefore, the “A” factors are very important by over

98%. Both undergraduate and graduate students of the

PLM program at Mzumbe University assess the program as

profitable and marketable first, and as professional

and interesting next. What shall the University do to

sustain and enhance this assessment?

3.2 The Main Complaint or Problem Against the Program

S/No.

Factors Frequencies

1 See Hays (1981) or Bailey (1971).

1 The omission of the Public Procurement Act, 2004

15

2 Too theoretical inpresentation

14

3 Content not balanced 12Sub-total of “A” factors; Y 41Total on the variableincluding N – Y (9); N

50


The probability of obtaining 3.0 given N, p under Ho

conditions when the “A” factors on this variable are

not important/not a priority, is 0.0013. Introduction

of the PPA, 2004 in the curriculum, being less

theoretical in the presentations by lecturers and

balancing further on the program content, need serious

consideration by the University.

3.3 The Criterion for Choosing the Undergraduate Program

S/No.

Factors Frequencies

1 A professional want 27

2 Marketability 24Sub-total of “A” factors; Y 51Total on the variableincluding N – Y (2); N

53


= - 6.59

For N and p values and the observed Y, which is the

smaller of the frequencies (2) when p = ½ and q = ½,

the probability of a z value of -6.59 when the “A”

factors in this review variable are not a priority, is

0. It shall be a disaster if the University does not

consolidate the professional attractiveness and

marketability of the PLM programme.

3.4 A New Feature or Service or Subject Suggested forIntroduction because it is Lacking

S/No.

Factors Frequencies

1 The Public Procurement Act, 2004

24

2 Be practical in methodology 16Sub-total of “A” factors; Y 40Total on the variable 49

including N – Y (9); Np under Ho conditions 2/6

The probability of observing a z value of 7.02, with Y

at 40 as the larger frequency and p at 2/6 and N of 49

which means Y of 40 “successes” is 0, if Ho were true.

The “A” factors are therefore critical. The call to

make the PPA, 2004 part of the course content for the

PLM program, is too loud. Increasing the practical part

in the training methodology has also been underlined.

3.5 Things Needing Changing or Improvement Including

Irrelevant Courses

The two assignable factors under this variable; changing

from a theoretical methodology to a practical one and

restructuring the program course content; have the same

frequencies and therefore neither is significant over the

other. The absolute frequencies at 21 and 21 each,

however, are quite sizeable. Relative to the total

sample size of 57 respondents, each is about 37% of total

sample size and between them they account for about 74%.

They are therefore, individually and collectively quite

important.

Additionally, although course content restructuring was

insignificant under variable 4 above, under this variable

it has been given the same weight as the need to change

the methodology that was significant under variable 4.

3.6(a) Whether Respondents would Recommend the PLM

Programme to a Close Friend or Relative

All 55 respondents who addressed this variable said

“Yes” they would. Only 2 of the 57 did not find what

to say. Thanks to the reasons given for their

affirmation.

(b) Reasons for Recommending the Program

S/No.

Factors Frequencies

1 Marketability 342 Useful program content 21

Sub-total of “A” factors; Y 55Total on the variableincluding N – Y (13); N

68


Given the inputs of N, p, Y and if Ho is true at po,

observing a critical z score of 4.97 has a probability

of 0. It will never happen. The “A” factors on this

variable are significant and should be part of strategy

in the PLM program review. That is, to maximize program

marketability and usefulness of program content.

On Master’s Students Only

3.7 Benefits that Were Expected from the UndergraduateTraining

S/No.

Factor Frequencies

1 To secure employment 9Total on the variableincluding N – Y (3); N

12


The probability of realizing a z score of 3.1 with N at

12, p at 1/3 and Y = 9, when the “A” factor “to secure

employment” is not worth focusing on by the University

on the virtue of the graduates having it as nearly the

only expectation, is 0.0010. The significance of the

“A” factors is by nearly 100% a certainty.

If the University shall lose sight of the fact that the

training should empower graduates to secure employment,

the PLM program shall be retrenched. The analysis on

the next variable shall, in fact, reveal that already

alarm bells are being heard.

3.8 Whether Undergraduate Training Met Expectations

S/No.

Factors Frequencies

1 Not completely 52 Yes 4

Sub-total of “A” factors; Y 9Total on the variableincluding N – Y (2); N

11


The probability of observing a z score critical value

of 0.76 when the “A” factors of this variable are not

important is 0.2236. The α value of 0.23 therefore, is

significant and the University should take measures so

that the graduates of this program, instead of their

expectations being partially met in the majority of

cases and fully met only in the minority of cases, the

situation is turned-round and their expectations

(securing employment) are met in all cases.

May be, the University can take some consolence in the

fact that the only two respondents who said their

expectations were one “not met” and the other one “not

at all met”, are graduates of the Tanzania Institute of

Accountancy and Management and the Institute of Finance

Management respectively, and not of Mzumbe University!

3.9 Effect in Real Life of Unmet Expectations from theUndergraduate Program

S/No.

Factors Frequencies

1 Failing to practice procurement in the public sector

5

2 Being given a status of aCertificate holder insteadof a Degree holder byemployers

4

3 Being paid a low salary 3Sub-total of “A” factors; Y 12Total on the variableincluding N – Y (2); N

14


The probability of a z score of 1.7 with the larger

frequency as Y = 12 when N = 14 and p = 3/5 is 0.0446.

An α of 0.05 is therefore the only level that is

allowed to be significant.

The “A” factors on this variable are very important for

purposes of curriculum improvement for the PLM program.

Turning out graduates who fail to handle tasks assigned

to them by employers, which is the number one ranking

on the effects of graduates not meeting their

expectations after graduating in this program at Mzumbe

University, cannot be said to be a minor incompetence

on the part of the University; not on the part of

graduates.

3.10 The Statistical Significance of the Overriding Strategy

for Improving on the

PLM Program Design: Including the PPA, 2004 and its

Regulations of 2005 in the Course Content

One factor has stood out prominently and deserves

focus. Factor number one on the main complaint against

the program variable, has been the omission of the

Public Procurement Act No. 21, 2004 which goes together

with its Regulations of 2005. Consistently, in

responding to the variable on a new feature or service

or subject that should be introduced because it is

lacking, once again respondents ranked as number one

the introduction of the PPA, 2004 into the course

content of the program.

The respective frequencies on the two variablesestablish this consistency statistically.

S/ Factors Observed Expected

No. Frequencies

Frequencies

1 The omission of the PPA 2004 is the main problem

15 19.5

2 The most important newsubject to introduce is thePPA, 2004

24 19.5

Where: Oi = the observed number of cases in the ithcategory;

Ei = the expected number of cases in the ithcategory when Ho is true;

k = the number of categories.

At degrees of freedom ( ) k – 1 = 1, the observed X2

critical value of 2.08 is not significant across arange of allowable errors (α) of 0.001 all the way to0.10.

Respondents are emphatic from all angles and all sides,that the PPA, 2004 should be well covered before theygraduate with their first degrees.

CHAPTER FOUR

RESPONSIVE LEARNING OUTCOMES AND COURSE MENU FOR THE

PLM UNDERGRADUATE PROGRAM

4.1 Learning Outcomes

By the end of the program graduates shall be able to:

S/

Ns

Learning Outcomes

Addressed Curriculum Improvement

Strategies

1. Process activities

of procurement and

supply chain

strategies for

supporting

organizational

strategy.

Enhancement of professionalism

and marketability of the program,

the adequacy of training in the

program by Mzumbe trainers and a

livable learning environment at

Mzumbe, while removing

limitations of a theoretical

methodology, missing important

courses and inability to assist

graduates to secure employment.2. Apply procurement

and supply chain

systems, both for

the private and

public sectors.

Consolidation on professionalism

and marketability of the program,

the fight against corruption in

public procurement, adequacy in

the standard of training by

Mzumbe lecturers and the facile

Mzumbe learning milieu, while

doing away with limitations of

omitting the PPA, 2004, a

theoretical training methodology,

aloofness of lecturers to

students, inability to assist

graduates secure employment and

the missing out of important

courses.

3. Process an

international

purchase order by

the time they are

due for field

attachment.

Enhancing program professionalism

and marketability, graduates’

self- employment and adequacy in

training quality, while

restricting limitations of an

overly theoretical methodology,

ill-sequencing on international

procurement, inadequacy of

computers and inability to

support graduates secure

employment.4. Describe the

process, including

attendant packages,

for putting in place

e-procurement, e-

commerce, e-business

and e-supply chain

Supporting professionalism,

marketability and perceived

adequacy in training quality for

the program, while cutting down

on the limitations of

insufficient practical computer

literacy in the graduates and

management for an

enterprise.

distance to the students on

lecturers.

5. Prepare a business

plan for a small

business, including

a Consultancy

business.

Enhancing marketability and

enabling for self-employment in

the program, while tackling

limitations of a theoretical

methodology, lecturer distance to

students and failings in

assisting graduates to procure

employment.

4.2 The Training Specification

4.2.1 Year One

SEMESTER ONE SEMESTER TWO

S/Ns

Courses

Related LearningOutcomes S/

NsCourses

Related Learning Outcomes

1. Mathematics

All five 1. Statistics 1, 2,3

2. Principlesof Management

All five 2. FinancialAccounting 1 (Acc 101)

All five

3. Economics All five 3. Introduction toProcurementand Supply Chain Management

All five

4. CommercialLaw

All five 4. Introduction toMarketing

All five

5. CommunicationSkills

All five 5. DevelopmentPerspectives

All five

Notes to Year One Courses

Financial Accounting 1 (Acc 101)

It is surprising that this course was omitted in favour of

Government Accounting. The omission means that a student of

Procurement, Inventory Management and Fleet Management is

doing without: Accounting for fixed assets, Accounting for

inventories, Accounting for long-term construction projects,

Consignment accounts, Accounting for hire-purchase and

Accounting for containers.

And this loss at no trade-off at all! The content for

Government Accounting is nearly entirely the business of

Councilors! Hawa ni Waheshimiwa Madiwani?

4.2.2 Year Two


S/Ns

Courses

Related LearningOutcomes S/

NsCourses

Related LearningOutcomes

1. Computers andComputer Operations

All five 1. FinancialManagement

All five

2. Cost and ManagementAccounting

All five 2. Supply Logistics

All five

3. Purchasing Principlesand Applications

All five 3. Inventory Management and Control

All five

4. Store housing

1,2,4 4. InternationalProcurement

All five

5. Quantitative Methods

All five 5. Research Methods

All five

Notes to Year Two Courses

Computers and Computer Operations

The review is that the current computer trainings are a

waste of time. Graduates acquire no skills to transfer to a

practical setting. The ideal offer is an applied computer

package. Short of the ideal, however, it is still more

meaningful to use the current standard tools; Microsoft

Word, Excel, the SPSS, Data Base and the Internet (to

mention some) in a more applied way, and it shall be better

value.

Designing a stock record card, consolidating vendor rating

scores, a data base on supplier information, processing

purchase research data; all these and many more of a like

kind are good value for supply management and computer

facilities for them are available at the University. One

day, when times improve, the University shall afford a SCM

package.

Cost and Management Accounting

This course should also cover: Job costing, Process costing,

Cost allocation, Joint products and by-products, Cost

estimation methods, Alternative product costing methods and

Hybrid costing systems.

Purchasing Principles and Applications

This course should also include: The PPA, 2004 and its

Regulations of 2005 (Goods, services, consultancies and

works for selection/procurement methods, types of contracts,

selection procedures for consultants, the tendering process,

bidding documents and annual procurement planning; including

the local government versions), Legal aspects of

procurement, Procurement for services and Capitals’

purchasing.

Financial Management

This course should also include: Foreign exchange markets,

Party relationships in international finance, Foreign

exchange risk management and monetary systems and Currency

futures and options markets.

Supply Logistics

For the PLM group, this course should drop out: Inventory

Control Management and Static store housing. This means, the

Marketing group shall do Physical Distribution Management

under a course that covers Distribution Channels.

International Procurement

This course is offered before students go for field

attachment. This is following the review and, indeed, the

observation by student respondents is valid due to an

externally -oriented supply- base for the Tanzanian

industry.

4.2.3 Year Three


Field

A

ttachm

ent

S/Ns

Courses

Related Learning Outcomes

1. Procurement and Supply ChainAuditing

All five

2. Strategic Business Managementand Consulting Skills

All five

3. Production and OperationsManagement

All five

4. Applied Procurement and SupplyChain Management

All five

5. Materials Technology and Production Methods

All five

Notes on Year Three Courses

Procurement and Supply Chain Auditing

This course shall be instructed along the lines of the NBAA

Tanzania Auditing Standard (TAS). The review has featured

this course and it is for good reasons. It is an opportunity

to cement the entire program. The recommended training

method is Case Studies. Cases, however, should be targeted

for undergraduates.

Materials Technology and Production Methods

Let the analyst make probably his last bid, at least on

Mzumbe, to empower the subject and profession of supply,

obviously mostly for Tanzania of all other, and there are

quite many all around and out there, stake holders. The

proposal to launch this course was first made at the time of

the very first class for the very first Master’s Degree

training in supply at Mzumbe way back in 1999. The bid was

repeated when the MSc model replaced the MBA one. It is

being cast today once again; even the analyst knows chances

of it being vouched, by the Mzumbe stock, are very small

indeed.

Materials Technology and Production Methods is intended to:

1. Catalogue all the various types of materials from which

products of the earth get made. Also, characteristics

that make them eligible inputs.

2. Enlist all the kinds of products that are ever made by

each of the materials.

3. Discuss the various material substitutions for the

various products and efficiencies that go with the

various levels of effectiveness.

4. Document the various production methods/processes that

apply for the various materials and for the various

products; also including the substitutions.

5. Then describe technical implications for industrial

storage and handling.

The PLM program review has been, expectedly, going on

continuously. And this continuous review is part of this

scheduled evaluation. Mwajuma used to work with the NIT

after graduating from Mzumbe. Later on she moved to a

different employer. Miming the contemptuous reception she

lives with daily, her Engineering and Accounting

counterparts go on and say “Ninyi ni watu wa kununua na kutunza

stationeries tu.” Also, look at this; as we were about to begin

the first lecture on the MSc procurement degree in Dar es

Salaam in October of 2008, a lady participant, aiming at me

and therefore directly at Mzumbe, raised her voice and went

on to say; “Ofisini watu wa supplies tunaambiwa kuwa vichwa vyetu ni

vitupu.”

The contemptuous Engineers, Accountants and Administrators

are not doing it without a ground. Yes, they have a point

and therefore have been very consistent in their contempt.

And they are not the first ones. The first one to laugh at

Mzumbe graduates in PLM is a legend in supply management;

Alex Morrison. No, the first one is not an Engineer nor an

Accountant. A legend not because of sophistication but

because of simplicity; a simplicity that has spanned nearly

a century. Even as simple, procedural and basic as Alex

Morrison’s work is, among the instructions he gives is that

an institutional buyer must acquire what he calls “knowledge

of materials.” And he goes ahead and supplies a definition

of the phrase “knowledge of materials.” That they must know:

the specifications of what they buy; the sources of supply;

their uses to those who buy them; the risks to their

preservation in store; the materials from which they are

made and the production processes in their manufacture.

The course being introduced therefore, was introduced a long

ago by this teacher of everybody who has ever been a student

of this subject the world over. In Europe and America where

corruption is acknowledged as a crime, Engineers and

Accountants wait on newly graduated procurement cadres to

learn “the knowledge of materials” on the job and therefore

it becomes a “technical skill” to institutional buyers. It

must be said, however, that even in these developed nations

buyers are protected more by the culture of structure and

systems more than by the understanding of graduates in

Engineering, Accountancy, etc.

In Tanzania where corruption or wanton stealing through

government misprocurement is a way of life, this technical

learning is required to be a “technical knowledge” learnt in

class. In Tanzania and other corruption-plagued countries,

Engineers, Accountants, Administrators, etc will not “wait

on” procurement graduates to learn the “skill”. These non-

procurement graduates are simply in a hurry to buy for this

is the fertile function for stealing public money by people

who cannot be professionally blamed for stealing in

procurement because the nation never motivated them against

this stealing through professional training in procurement.

The excuse, indeed if not an explanation, being that those

having procurement titles simply cannot do what is supposed

to be their job. It is comforting therefore, that in this

review, students have highlighted as one of the

attractiveness of the procurement profession, the fact that

it inculcates in them the spirit and a want to fight

corruption in public procurement. Indeed, this is the very

reason they chose to study this profession in the first

place.

The authority of history has always been great. Most likely,

Mzumbe University shall acknowledge the criticality of this

course after my death. It could be, also, that by then

Mwajuma and the other graduate at the Dar Campus who so much

looks up to Mzumbe to intercede for her and the entire

nation, indeed and for the rest of Mzumbe graduates who are

out there sighing and kicking, shall have lost their

employment and may be, together with me, their lives too.

The agenda to condemn the Directorate of Stock Verification

of the Ministry of Finance and Economic Planning was only

yet another one of those contempts on the procurement

profession recalled earlier on!

It is not surprising then, that student respondents in this

review have gone ahead and said: “The profession is not well

recognized. It is not ‘sovereign’, and it is undermined by other professions.”

As if this is not enough, Hon. Prof. Mark Mwandosya, when

winding up his presentation of his 2009/2010 budget speech

in Parliament, went on and reported that Consulting

Engineers have to be used for everything of procurement

activities related to water projects, because even where

procurement cadres exist in local governments in Tanzania,

to use his own words, “uwezo wao ni mdogo.” The alarm bells

are too loud, as Tanzania continues to reel under the yoke

of unprofessional procurement.

The University has employed a good number of Engineers. It

is only natural that this course goes ahead.

The Overall Orientation for Positioning the PLM Program in

this Review

1. If procurement graduates cannot do the work of

accountants, accountants shall do the work of procurement

graduates. The latter is the current status in Tanzania.

2. If procurement graduates cannot do the work of engineers,

engineers shall do the work of procurement graduates. The

latter is the current status in Tanzania. Remember that

operations will not and should not wait for procurement

graduates to learn. The general omission is not by

engineers, accountants, etc; it is in the nature of

procurement training being offered.

3. The meaning of professionalism is for procurement

graduates to be accountants, engineers, economists,

administrators and some more. It is a shame, a huge sabotage

of Mzumbe, the profession and obviously Tanzania, to

instruct procurement students that the management of a

Letter of Credit in international buying is not a topic to

be covered by buyers, and maintain that it belongs to

finance! It is finance, yes, but actually more so

procurement.

4. The PLM program should entrench more in operations

management, in accounting and finance and in technical

knowledge. That is the rationalization that has been thought

on this review. And, for avoidance of doubt, students are

more than ready to go. Certainly, when the option is “vichwa

vitupu.”

The Training Methodology

Clearly, a key output of this review shall be a changed

training methodology. To emphasize visual instruments,

illustrative applications and small case studies.

Curriculum Review for the PLM Undergraduate Program

Documents

Transcript of Curriculum Review for the PLM Undergraduate Program