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Master of Science in Supply Chain Management and Technology

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Digital transformation of the company

Description
Subject name Digital transformation of the company ECTS Credits 5 Temporality Semester 2 Qualifications Master's Degree in Logistics Management Subject code(s) LG009 Modality Face-to-face / Online Guided / Online Self Driven Language of instruction Spanish We are immersed in the digital revolution, a technological, social and cultural revolution that is profoundly transforming the way we communicate, relate, work, learn and enjoy. Individuals, both as consumers and as workers, are changing their behaviors as they incorporate into their lifestyle the technological tools that we group under the concept of digital technologies. Companies face a great challenge: to take advantage of new digital opportunities, avoiding succumbing to the disruption that digitalization brings to many sectors. Business leaders need to reflect deeply on how digitalization affects their companies and their business model, in order to set the strategic direction of their organizations. However, there are many managers who are not equipped with the necessary knowledge to undertake this reflection. With this program we aspire to provide managers, entrepreneurs and entrepreneurs with a vision of the digital transformation process, how it affects their companies and what aspects they should take into account to build their digital transformation plan. We will take a tour of all parts of digital transformation, from the most strategic approach and its design to organizational changes, through the Internet of Things or Big Data. During the program we will also reflect on leadership, in the context of the new open organizations of the digital age, and we will try to identify business opportunities derived from the digital transformation process.
Type Subject
Primer - Obligatoria
Semester
Second
Course
1
Credits
5.00
Previous Knowledge
Objectives

The results of this subject are:

RA3: The student knows what the digital transformation of the company is and different ways of applying it.
RA4: The student knows the role that new technologies have in the digital transformation of the company

Contents

• Types of digital transformation
• Ways to design digital transformation
• Ways to apply digital transformation in the company
• Big Data, Data Science
• Artificial Intelligence, Machine Learning, Deep Learning and Internet of Things
• Virtual, augmented and extended reality
• Smart manufacturing, 3D printing / Additive manufacturing

Methodology

On-campus Methodology

The teaching methodology used in the on-campus modality is divided into four steps for each of the sessions that make up the subjects of the program:
• Students must prepare at home the previous tasks of the session recommended by the teacher: reading an article, watching a video, solving a practical case or exercise, etc. In this way, the student prepares the topic of the session and acquires prior knowledge that will allow him to take better advantage of the session together with the teacher and the rest of the classmates.
• The teacher dedicates the first part of the session to working on the concepts related to the theme of the day, encouraging debate and discussion among the students, taking advantage of the fact that they have prepared the previous tasks and are based on prior knowledge.
• The teacher dedicates the second part of the session to the analysis, debate and resolution of the practical case or exercise proposed in the previous tasks. In this way, the concepts covered in the first part of the session are taken to a practical environment to strengthen the student's learning. It is essential that students work on the case or exercise at home to make the most of the contributions of the rest of their classmates during the second part of the session, as well as make valuable contributions to the group.
• It is recommended that students prepare at home the subsequent tasks of the session recommended by the teacher, which aim to finish consolidating the knowledge discussed and worked on in class.
Online Guided Methodology

The teaching methodology used in the online modality is based on a proprietary methodology developed by La Salle URL called SDBL (Self Directed Based Learning). SDBL is an active methodology based on situational learning and self-directed learning. With situational learning, the student is taught, through challenges, to address real problems and situations of the company with which he can consolidate the new knowledge acquired. With self-directed learning, the student decides how to advance in their training based on their previous experience.
Weekly, the LMS (Learning Management System) platform releases the content of a new topic. The operation of the week is as follows:
• Synchronous kick-off session:
o The teacher makes an overview of the contents and tasks that the student will find throughout the week. The objective of this meeting is to try to discover and reveal on a personal level which aspects of the week that are going to be discussed may be more difficult for the individual student.
o The professor solves possible doubts of the students about the subject of the previous week.
• Among synchronous connections:
o The students view session contents and develops the tasks entrusted to them about the topic of the week to consolidate knowledge and identify doubts.
• Synchronous session Check point:
o The professor solves any doubts that students may have about the contents of the current week.
o The professor presents additional content or practical cases, which are interesting for the students.
o The professor generates debate and discussion among the students about the content of the current week to help the students in their assimilation, therefore, improving their learning.
o The professor provides oral feedback about the deliverables registered by the students in the feedback well of the previous week, emphasizing the difficulties and errors found. This instance is for feedback only and not for qualification. The feedback is an instrument so that the students to validate with the mentor, in general terms, the resolution to the proposed tasks. In this way, the feedback wells are created thinking of giving the students an opportunity to feel the answers with the mentor. Based on the feedback provided by the mentor, the students will be able to finish developing the task and present it as a final deliverable, with the advantage of having had prior advice from the professor.
• Rest of the week. The objective is to finish the development of the tasks of the current week from the clarifications received in the synchronous check point session to pass the exercises, tasks and / or deliverables of the topic. It is worth mentioning that most of the time spent during this last part of the week should be spent on solving tasks and deliverables, rather than assimilating content (an aspect that should have been resolved between the kick-off and check point sessions).
The LMS platform gradually opens content (week by week) so that the whole group follows the same academic itinerary. In other words, the sequential opening of topics is done so that all students in the program are working on the same subjects simultaneously.

Self Driven Methodology

The teaching methodology used in the online modality is an active methodology based on situational learning and self-directed learning. With situational learning, the student is taught, through challenges, to deal with real problems and situations of the company with which he can consolidate the new knowledge acquired. With self-directed learning, the student decides how to advance their training based on their previous experience.

The teacher (mentor) guides the student in the subject. The teacher actively monitors the students, giving guidelines, instructions and resolving any doubts that may arise. The communication between the teacher and the student is done through the learning platform. At the request of the teacher and/or the student, synchronous follow-up sessions can be held by videoconference.

The teacher of the subject provides the support required by the student throughout the learning process of the subject. The student must contact his teacher through the general forum of the subject to resolve any doubts that may arise.

At the beginning of the subject, the student has to view the presentation video of it (KickOff) that is available on the learning platform. In this KickOff the subject is introduced, the learning objectives, the contents, the structure, the work plan, the tasks to be carried out, the deliverables and the evaluation criteria are explained.

The student begins the subject with session 1 and the visualization of the contents is carried out by sessions. All sessions have an evaluation test. When the student has passed the evaluation test of a session, they will be able to access the next session.

Each session is made up of content, video-lessons, presentations, readings, resources and/or tasks in a different format. Likewise, in each session there is a learning guide that accompanies the student during the learning process, indicating the tasks to be completed and the use of the session materials.

The teacher monitors the student and if he does not make progress in completing the sessions, the teacher alerts him and offers him support so that he can finish them. In the same way, if the student is late in completing the deliverables, the teacher contacts him to give him support and thus help him in his learning process.

At the end of the session, the student is encouraged to view the WrapUp video reviewing what they have done and learned.

The steps students must follow to take the course are summarized below:
1. View the KickOff video of the subject.
2. Study the first session:
a. View the KickOff video of the session.
b. Carry out the indicated tasks following the order proposed in the learning guide for the session.
c. Carry out and pass the evaluation test of the session.
d. View the WrapUp video of the session.
3. Study the second and third session of the subject.
4. Deposit the deliverable of the first topic.
5. Study the fourth, fifth and sixth sessions and review the return of the first theme.
6. Deposit the deliverable of the second theme.
7. Study the seventh and eighth sessions and review the return of the second theme.
8. Deposit the deliverable of the third theme.
9. Review the feedback given by the teacher of the third topic.
10. View the WrapUp video of the subject.
11. Realization with the professor of the final interview of the subject.

Evaluation

Face-to-face modality
Highly significant evaluation activities:
Subject work 30%: Each group must deposit in the well, before the last session, the resolution of the DMF case (Design and Making Fashion) in ppt, with a maximum extension of 10 slides and will be presented in PDF format.

Case study 40%: Each student must deposit in the well, before the last session, a Sheet in Word in which he explains his personal conclusions about the DMF (Design and Making Fashion) case.

Final test 30%: In the last session students must pass a multiple choice test.

The subject is approved with a grade equal to or greater than 5.

Online Guided Modality

The evaluation is carried out based on the resolution of 2 deliverables and a questionnaire whose weighting is as follows:
• Deliverable: 40%
• Questionnaire: 20%
• Final deliverable of the subject: 40%

The grade is about 10 and is approved with a grade equal to or greater than 5 and it is necessary to pass each deliverable separately to pass the subject.

On the final deliverable, the teacher will have an interview with the student to ensure that the student has acquired the knowledge. If the student does not pass this interview, the subject will not be considered approved.

Recovery period: The works that have not been approved in the ordinary call must be submitted, in this case, the maximum grade is a 7.

Copying Regulations: https://www.salleurl.edu/es/normativa-de-copias

Online Self Driven Mode

The evaluation is carried out based on the resolution of 3 deliverables and is weighted as follows:
· Topic 1 deliverable (sessions 1, 2 and 3): 33%
· Topic 2 deliverable (sessions 4, 5 and 6): 33%
· Topic 3 deliverable (sessions 7 and 8): 34%

The teacher will publish the return and the final grade of each deliverable (on a scale of 0 to 10, with a pass from 5, inclusive) from the above criteria before 7 calendar days have elapsed from the date of presentation of the deliverable. Failure to deliver a deliverable will be considered as "not presented" (NP) in the final note of the deliverable.

If a student has not submitted a deliverable during the terms set in the subject, the final grade of the subject will be a "not presented" (NP).

Once a deliverable has been evaluated, the student does not have more deliveries for evaluation.

If the grade of all deliverables is equal to or greater than 4, the final grade of the deliverables corresponds to the weighted average of the note of the deliverables. In the event that the grade of a deliverable is less than 4, the subject is considered suspended, regardless of the notes of the rest of the deliverables and therefore must repeat the subject.

When the student has made the delivery of all the deliverables of the subject, he carries out a synchronous interview with the teacher by videoconference. In the interview the teacher verifies the identity of the student (identity document, passport or equivalent), the authorship of the deliverables and the acquisition of knowledge and skills of the subject. The interview is carried out during the 7 calendar days from the date of delivery of the last deliverable of the subject.

If in the interview at the end of the subject that the teacher performs with the student, he reveals a level of knowledge and skills consistent with that reflect the deliverables and the activity in the learning platform of the latter, the student's grade will correspond to the final grade calculated according to the parameters described above (perhaps slightly modified upwards or downwards to reflect aspects detected during the interview).

If in the interview at the end of the subject the teacher detects important gaps in the knowledge and skills of the student that do not correspond to what the deliverables and the activity reflect on the learning platform, or copying or plagiarism activities (or other unethical behaviors) may drastically modify the grade of said student e, even suspend it.

The final grade of the subject in the academic record will be either an NP or a whole number between 0 and 10, both inclusive. The subject will be passed with a grade greater than or equal to 5 (on the scale of 10, 5 out of 10). The 0 is reserved exclusively for situations of copying, plagiarism, or other unethical behavior.

The teacher will publish the final grade of the subject (on a scale of 0 to 10, with a pass from 5, inclusive) based on the above criteria and during the following 24 hours of the interview.

Evaluation Criteria

Face-to-face modality

• Test: correct answers
• In the resolution of exercises and subject works the criteria to be taken into account are:
 Understanding the situation posed
 Definition and analysis of the problems raised by the case
• Registration of the main topics
 Proposed solutions
• Realism and adequacy of the proposed solution(s)
• Argumentation of defense of the same
• Strengths and benefits of the proposal(s)
• Implications of the proposal(s) (economic and management)

Online Guided Modality

• Questionnaire: Test answers.
• Deliverables:
• Understanding the situation posed
• Definition and analysis of the problems raised by the case
 Registration of the main topics
• Proposed solutions
 Realism and adequacy of the proposed solution(s)
 Argumentation of defense of the same
 Strengths and benefits of the proposal(s)
 Implications of the proposal(s) (economic and management)

Online Self Driven Mode

Deliverables:
• Understanding the situation posed
• Definition and analysis of the problems raised by the case
 Registration of the main topics
• Proposed solutions
 Realism and adequacy of the proposed solution(s)
 Argumentation of defense of the same
 Strengths and benefits of the proposal(s)
 Implications of the proposal(s) (economic and management)

Basic Bibliography

• eBusiness 2.0: RoadMap for success, Ravi Kalakota & Marcia Robinson. Addison-Wesley.
• Digital Transformation Industry 4.0, Jayaraman Kalaimani & Prashant Kumar, 2018
• Qué haremos cuando las máquinas lo hagan todo, Malcom Frank, Paul Roehrig, Ben Pring, 2018
• A handbook of Business Transformation Management Methodology, Axel Uhl & Lars Alexander Gollenia, 2016
• The Bleeding Edge: The Dog Days of IoT, Dustin Brewer, Principal Futurist, ISACA, 2020.
• Internet of Things for Industry 4.0: Design, Challenges and Solutions (EAI/Springer Innovations in Communication and Computing), G. R. Kanagachidambaresan, R. Anand, E. Balasubramanian, V. Mahima, 2020.
• Securing the Internet of Things, Shancang Li Li Da Xu, 2017
• Secure and Smart Internet of Things (IoT). Using Blockchain and Artificial Intelligence (AI), Ahmed Banafa, 2020.
• The Intelligence Revolution. Transforming your business with IA, Bernard Marr, 2020.
• Big Data Management: Data Governance Principles for Big Data Analytics, Peter Ghavami, 2020.
• Big Data: Using SMART Big Data, Analytics and Metrics To Make Better Decisions and Improve Performance, Bernard Marr, 2016.
• Big Data como activo de negocio (SOCIAL MEDIA), Gemma Muñoz Vera y Eduardo Sánchez Rojo, 2019.
• Analítica de datos: La guía definitiva de análisis de Big Data para empresas, técnicas de minería de datos, recopilación de datos y conceptos de inteligencia empresarial, Herbert Jones, 2019.
• The Truth Machine: The Blockchain and the Future of Everythin., Paul Vigna and Michael J. Casey, 2018.
• Blockchain: la revolución industrial de internet , Alexander Preukschat, 2017.
• Blockchain Revolution , Don & Alex Tapscott, 2016.

Additional Material

• https://business.blogthinkbig.com/
• https://www.bernardmarr.com/default.asp
• https://sloanreview.mit.edu/big-ideas/artificial-intelligence-business-s...
• https://robllewellyn.com/digital-business-transformation-tools/
• http://openinnovation.net/
• La sociedad hiperdigital, Alberto Delgado, 2018
• Digital Enterprise Transformation, Axel Uhl & Lars Alexander Gollenia, 2014
• Digitalízate, Alberto Delgado, 2016
• Capacidad adaptativa, Juan Carlos Eichhloz, 2015
• Ciberamenazas y Tendencias Edición 2018. CCN-CERT IA 09/18. Enlace: https://www.ccncert.cni.es/informes/informes-ccn-cert-publicos/2835-ccn-...
• Cisco Cybersecurity Report Series. Enlace: https://www.cisco.com/c/en/us/products/security/security-reports.html
• Plan Director de Seguridad. Enlace: https://www.incibe.es/protege-tu-empresa/que-te-interesa/plandirector-se...
• The Wolf in CIO’s Clothing, Tina Nunno, Gartner INC., 2015
• Innovación abierta, Henry W. Chesbrough, 2009
• Cloud Computing, Advanced Business & IT Strategies to extract Tangible Value, Philippe A. Abdoulaye, 2014
• Global Brain, Satish Nambisan, Mohanbir Sawhey, 2008

List of Professors
Àngel Garrido Pavia
Jordi Garrido Pavia
Maria Isabel Bellot Matas