title: Supply Chain Integration: A Case-based Investigation of Status, Barriers, and Paths to Enhancement.

authors: Boehme, Tillmann

subjects: supplier relationship management

abstract: In a global marketplace supply chain integration is recognised to be one of today's competitive advantages; where the aim is to optimise material- and information-flows inside the focal company and also across supply chain companies. However, many academics report that such supply chain excellence is still rare, and that guidance is missing on how supply chain integration is achieved in practise. This exploratory research utilised a stepwise methodology to investigate pathways to supply chain integration. First, a suitable investigation method was identified and further developed, before being used to assess the current status of supply chain integration in New Zealand. Next, because removal of barriers is recognised to be crucial, the internal and external barriers to supply chain integration were investigated. Finally, longitudinal case studies were used to investigate ways of supply chain integration enhancement and to develop a deeper and more complete understanding of current integration status, barriers, and ways of enhancement. In total, some 240 person days were spent in eleven different companies from multiple industry sectors to investigate supply chain integration in practise.

Current practises of a large sample of New Zealand value streams were evaluated using the Quick Scan Audit Methodology. The Quick Scan Audit Methodology is carried out by a team of researchers (investigator triangulation) which utilise multiple and rigorous data collection techniques and methods (data- and method triangulation). The research revealed that supply chain integration practise rarely resembles the theoretical ideal and, similarly, seldom do available supply chain integration models reflect reality. Also, New Zealand value streams are significantly less integrated on the customer side compared to the supplier side. Further, every case company was found to face significant barriers to supply chain integration. Managerial, socio-cultural factors are the major obstacles to internal supply chain integration resulting in functional silos. Similarly, power and dependency issues limit the levels of integration achieved externally.
 
The research revealed that good top management support and favourable external dependencies offer the best setting for enhancing supply chain integration in practise. However, if a focal company lacks top management support and/or has an unfavourable dependency structure, the focal company chooses the path of least resistance when integrating its supply chain. Also, supply chain managers and change agents address people factors and cultural change first, before addressing either internal process issues or external relationship issues; after which communication technology upgrades are addressed. Finally, this exploratory study yielded some early insights that the speed of supply chain integration development in practise follows a learning curve trajectory.

text: Supply Chain Integration: A Case-based Investigation of Status, Barriers, and Paths to Enhancement. In a global marketplace supply chain integration is recognised to be one of today's competitive advantages; where the aim is to optimise material- and information-flows inside the focal company and also across supply chain companies. However, many academics report that such supply chain excellence is still rare, and that guidance is missing on how supply chain integration is achieved in practise. This exploratory research utilised a stepwise methodology to investigate pathways to supply chain integration. First, a suitable investigation method was identified and further developed, before being used to assess the current status of supply chain integration in New Zealand. Next, because removal of barriers is recognised to be crucial, the internal and external barriers to supply chain integration were investigated. Finally, longitudinal case studies were used to investigate ways of supply chain integration enhancement and to develop a deeper and more complete understanding of current integration status, barriers, and ways of enhancement. In total, some 240 person days were spent in eleven different companies from multiple industry sectors to investigate supply chain integration in practise.

Current practises of a large sample of New Zealand value streams were evaluated using the Quick Scan Audit Methodology. The Quick Scan Audit Methodology is carried out by a team of researchers (investigator triangulation) which utilise multiple and rigorous data collection techniques and methods (data- and method triangulation). The research revealed that supply chain integration practise rarely resembles the theoretical ideal and, similarly, seldom do available supply chain integration models reflect reality. Also, New Zealand value streams are significantly less integrated on the customer side compared to the supplier side. Further, every case company was found to face significant barriers to supply chain integration. Managerial, socio-cultural factors are the major obstacles to internal supply chain integration resulting in functional silos. Similarly, power and dependency issues limit the levels of integration achieved externally.
 
The research revealed that good top management support and favourable external dependencies offer the best setting for enhancing supply chain integration in practise. However, if a focal company lacks top management support and/or has an unfavourable dependency structure, the focal company chooses the path of least resistance when integrating its supply chain. Also, supply chain managers and change agents address people factors and cultural change first, before addressing either internal process issues or external relationship issues; after which communication technology upgrades are addressed. Finally, this exploratory study yielded some early insights that the speed of supply chain integration development in practise follows a learning curve trajectory.

year: 2009

title: The Comprehension of Expository Science Texts Among Year 6 Students

authors: de Jonge, Sharyn Leanne

abstract: This study examined the influence of instruction in text feature knowledge and metacognitive strategies on the comprehension of expository text among Year 6 students. Over a period of 8 weeks, twelve Year 6 students read a series of 10 expository science texts with diagrams. An Intervention Group comprised of six students received instructional lessons that emphasised recognition of text features, integration of information across text features and identifying a navigational pathway. A Control Group, of a further six students, read the same material however, they did not receive instruction relating to metacognitive strategies and text features. Comprehension of each text was measured by multiple choice questions, pre and post knowledge assessment, and written response. Metacognitive awareness was measured pre and post intervention using a modified Metacognitive Strategy Index (MSI) (Schmitt, 1990). The study took a mixed methods approach. Qualitative data was analysed by thematic analysis. Quantitative data presents descriptive statistics that indicate differences between and within Intervention and Control Groups. Findings indicate that students benefit from explicit instruction in metacognitive strategies and text feature knowledge.

text: The Comprehension of Expository Science Texts Among Year 6 Students This study examined the influence of instruction in text feature knowledge and metacognitive strategies on the comprehension of expository text among Year 6 students. Over a period of 8 weeks, twelve Year 6 students read a series of 10 expository science texts with diagrams. An Intervention Group comprised of six students received instructional lessons that emphasised recognition of text features, integration of information across text features and identifying a navigational pathway. A Control Group, of a further six students, read the same material however, they did not receive instruction relating to metacognitive strategies and text features. Comprehension of each text was measured by multiple choice questions, pre and post knowledge assessment, and written response. Metacognitive awareness was measured pre and post intervention using a modified Metacognitive Strategy Index (MSI) (Schmitt, 1990). The study took a mixed methods approach. Qualitative data was analysed by thematic analysis. Quantitative data presents descriptive statistics that indicate differences between and within Intervention and Control Groups. Findings indicate that students benefit from explicit instruction in metacognitive strategies and text feature knowledge.

year: 2012

title: Outdoor education: Opportunities provided by a place based approach

authors: Brown, Mike

subjects: place-based

abstract: This paper calls for educators to consider the role that ‘place’ has in outdoor education experiences. It is suggested that greater emphasis and acknowledgment be given to ‘place(s)’ and how they may help students make sense of both their personal and communal identity. The paper is interwoven with a narrative from the author’s experiences of working with Pākehā and Māori students on a course that consciously utilised a ‘place-based’ approach to teaching and learning. The paper challenges the conception that outdoor education requires ‘high-impact’ adventurous activities, instead suggesting that we seek to develop a modest pedagogy which acknowledges our relationships with place(s) as a way to understand who we are , how we connect to others and how we both give and take meanings from the places in which we live and learn. These issues have potential implications for educators and programme designers.

text: Outdoor education: Opportunities provided by a place based approach This paper calls for educators to consider the role that ‘place’ has in outdoor education experiences. It is suggested that greater emphasis and acknowledgment be given to ‘place(s)’ and how they may help students make sense of both their personal and communal identity. The paper is interwoven with a narrative from the author’s experiences of working with Pākehā and Māori students on a course that consciously utilised a ‘place-based’ approach to teaching and learning. The paper challenges the conception that outdoor education requires ‘high-impact’ adventurous activities, instead suggesting that we seek to develop a modest pedagogy which acknowledges our relationships with place(s) as a way to understand who we are , how we connect to others and how we both give and take meanings from the places in which we live and learn. These issues have potential implications for educators and programme designers.

year: 2008