It is recognised that in today’s global competitive marketplace, where outsourcing continues to grow at an exponential rate, Logistics and Supply Chain Management(SCM) have grown in importance (Ballou, 2007). Research conducted by Murphy and Poist (2007) and Pyne et al (2007) suggests that as logistics moves from being viewed as a stand alone discipline to one viewed as integrating the management of supply, the duties, managerial skills and knowledge of the professional Logistician have changed. The challenge for logistics educators is to design and develop curricula, learning, teaching and assessment strategies that can support wide-ranging and integrative learning objectives, including Murphy and Poist’s three distinct SCM skill constructs of; interpersonal/ managerial skills, quantitative /technological skills and SCM core skills. Research also states that universal logistics management skills must include people, analytical, communication, flexibility and computer skills.

This action research paper presents the second stage analysis of the teachers experience when designing and implementing a PBL strategy in a third year module of an undergraduate logistics degree programme, (paper one was presented at the INTED 2008 conference in Valencia, Spain). The experience of the students is recorded in a post module survey. Problem based learning (PBL) draws heavily on andragogical principles, requiring the student to be self directed and responsible for their own learning as they seek to solve a ‘real life’ problem, within a group. Group dynamics, group assessment and interpersonal challenges which were noted by students in phase 1 were addressed, however, project management is still a problem. Group size and membership were also explored and large groups were found to be less effective. An important overall finding was the need for greater training for the students in PBL methods, as well as group work and project management.

The research paper also identifies and analyses other constructively aligned learning and assessment strategies for use in the students final year. These strategies seek to integrate the three distinct SCM skill constructs, and enhance the student’s development of people, analytical and communication skills. The students experience is recorded in a learning log which they develop as they complete each of their assignments. This is submitted for analysis after they complete their exams.