[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
p under Ho conditions 3/5
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
p under Ho conditions 1/2
= - 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
p under Ho conditions 1/2
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
p under Ho conditions 1/3
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
p under Ho conditions 2/3
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
p under Ho conditions 3/5
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.
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
SEMESTER ONE SEMESTER 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
SEMESTER ONE SEMESTER TWO
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.”
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