Module manager: Ian Fouweather
Email: i.m.fouweather@leeds.ac.uk
Taught: Semester 1 Jul to 31 Aug View Timetable
Year running 2025/26
Students are required to meet the programme entry requirements prior to studying the module.
N/A
This module is not approved as an Elective
The goal of this module is to equip students with knowledge and tools to identify improvement opportunities in engineering supply chains. The module will be structured around the six sigma DMAIC (Define, Measure, Analyse, Improve, Control) methodology that is widely used within continuous improvement initiatives. Using this methodology and a range of specific tools students will have the understanding and skills to identify waste within supply chain processes and take positive steps to reduce it.
The aim of this module is to introduce students to the concept of Continuous Improvement and appreciate how it can be used to enhance engineering supply chains.
Using the DMAIC and DMADV methodologies that are widely used to promote improvement, students will learn how to define, measure, analyse and improve engineering processes using a wide range of techniques, including developing design structures, Lean Thinking, Value Stream Mapping and Process mining.
Using a range of learning activities students will be able to select and apply appropriate methods in order to identify value and waste, with the ultimate goal of enhancing supply chain performance and sustainability.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Identify key characteristics of engineering supply chains associated continuous improvement methods;
2. Create relevant Design Structures for supply chain activities;
3. Apply value stream mapping techniques to engineering supply networks to identify metrics for continuous improvement;
4. Use models to analyse engineering supply networks to identify improvement opportunities;
5. Discuss practices for the improvement of engineering supply networks.
On successful completion of the module students will have demonstrated the following skills learning outcomes which cover all areas:
1. Critical thinking: The ability to weigh up different arguments and perspectives, using supporting evidence to form opinions, arguments, theories and ideas;
2. Commercial Awareness: The ability to understand what makes a business or organisation successful, and an awareness of the wider environment within which it operates;
3. Core Literacies: Skills in numeracy and literacy, including written communications. Being able to understand, interpret, analyse and manipulate numerical data;
4. Applying Commercial, Ethical, Sustainable, Digital and Inter-Disciplinary Literacies: Developing and applying a breadth of knowledge to assess the consequences and impact of ideas, opportunities and actions.
Indicative content for this module includes:
- What is an engineering supply chain?:
Including why companies work in supply networks; key benefits and challenges; network performance; product and supply chain mapping
- The role of continuous improvement in engineering supply chains:
Processes such as DMAIC and DMADV (Define, Measure, Analyse, Design, Verify) and ways of identifying, defining and delivering improvement opportunities.
- Value stream mapping and the application of digital technologies:
Including how to map a value stream, computer simulations and data analytics.
- Failure modes applied to supply chain systems:
Introducing students to ways in which supply chain failures occur, current industry practice in addressing these failures and current research activities.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Discussion forum | 6 | 2 | 12 |
| WEBINAR | 1 | 1.5 | 1.5 |
| WEBINAR | 5 | 1 | 5 |
| Independent online learning hours | 42 | ||
| Private study hours | 89.5 | ||
| Total Contact hours | 18.5 | ||
| Total hours (100hr per 10 credits) | 150 | ||
Online learning materials will provide regular opportunity for students to check their understanding (for example through formative MCQs with automated feedback). Regular group activity embedded into learning will allow self and peer assessment providing opportunities for formative feedback from peers and tutors. These activities are part of the teaching and learning methods and are not to be considered as formative assessments.
Scheduled Webinars and General Discussion Board allow for further formative feedback.
Module tutors provide formative feedback on summative assignment plans.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Assignment | Project Report | 65 |
| Presentation | Poster Presentation | 35 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 30/04/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team