{"id":45153,"date":"2025-08-18T17:14:06","date_gmt":"2025-08-18T17:14:06","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/scaffolded-literature-review-global-supply-chains-during-a-period-of-political-or-economic-disruption-covid-19\/"},"modified":"2025-08-18T17:14:06","modified_gmt":"2025-08-18T17:14:06","slug":"scaffolded-literature-review-global-supply-chains-during-a-period-of-political-or-economic-disruption-covid-19","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/scaffolded-literature-review-global-supply-chains-during-a-period-of-political-or-economic-disruption-covid-19\/","title":{"rendered":"Scaffolded Literature Review: Global supply chains during a period of political or economic disruption (COVID-19)"},"content":{"rendered":"

Scaffolded Literature Review (Global Supply Chains during COVID-19 Disruption)<\/h1>\n

Purpose<\/h2>\n

Students produce a scaffolded literature review<\/strong> on how global supply chains operated and changed during a major disruption (COVID-19)<\/em>. The task builds search skills, critical appraisal, synthesis, and academic writing.<\/p>\n

What students submit<\/h2>\n
    \n
  1. Synthesis Matrix (\u22483,000 words)<\/strong><\/li>\n<\/ol>\n
      \n
    • ~30 academic sources<\/strong> (peer-reviewed journals and scholarly books\/chapters).<\/li>\n
    • For each source (~100 words)<\/strong>, students record:<\/li>\n
    • Full citation<\/li>\n
    • How it was found<\/strong> (which university-provided<\/strong> database\/search tool)<\/li>\n
    • Theme(s)<\/strong> it informs (e.g., resilience, risk management, inventory strategy, logistics bottlenecks, reshoring)<\/li>\n
    • 1\u20132 sentences<\/strong> on how the source supports their argument<\/li>\n
    • Matrix is tabular<\/strong>; an example is on Blackboard.<\/li>\n<\/ul>\n
        \n
      1. Critical Literature Review (\u22481,000 words)<\/strong><\/li>\n<\/ol>\n
          \n
        • Integrates and critically evaluates<\/strong> the same 30 sources.<\/li>\n
        • Shows converging\/diverging perspectives<\/strong>, identifies gaps<\/strong>, and advances a clear argument<\/strong> about COVID-19\u2019s impacts on global supply chains.<\/li>\n
        • Harvard referencing<\/strong> in text and in a complete Reference List.<\/li>\n<\/ul>\n
            \n
          1. Consistency rule<\/strong>: The same 30 sources<\/strong> must appear in the matrix, the review, and the reference list.<\/li>\n<\/ol>\n

            Research expectations<\/h2>\n
              \n
            • Use the University catalogue, reading list, and licensed databases<\/strong> (not general Google\/Google Scholar alone).<\/li>\n
            • Reading list = starting point<\/strong>; students should expand via university search tools.<\/li>\n
            • Emphasize peer-reviewed, global-supply-chain\/operations<\/strong> sources (SCM, OM, logistics, international business, trade).<\/li>\n<\/ul>\n

              Support & formative assessment<\/h2>\n
                \n
              • A dedicated assignment support class<\/strong> (date\/time in Module Info Pack).<\/li>\n
              • International Support Sessions<\/strong> plus online support<\/strong> during the semester.<\/li>\n
              • Formative option<\/strong>: submit one short extract<\/strong> of the literature review (not full drafts).<\/li>\n
              • Tutors can meet students for a verbal outline<\/strong> discussion of the planned summative submission.<\/li>\n
              • Submission logistics (how\/where\/when) are on the module site\/Assessment Pack.<\/li>\n<\/ul>\n

                What a \u201ccritical literature review\u201d means (for students)<\/h2>\n
                  \n
                • A focused, argument-led<\/strong> overview of significant literature (cf. Saunders et al., 2018).<\/li>\n
                • Demonstrates breadth<\/strong> (major strands of the debate) and depth<\/strong> (evaluation, not description).<\/li>\n
                • Explains how sources were gathered<\/strong>, why selected<\/strong>, and what gaps remain<\/strong> (e.g., developing-country suppliers, SME resilience, multi-tier transparency).<\/li>\n<\/ul>\n

                  Suggested sub-themes students can organize around<\/h2>\n
                    \n
                  • Disruption & risk<\/strong>: exposure, propagation (bullwhip), single-sourcing vs multi-sourcing, tier-2\/3 visibility<\/li>\n
                  • Resilience strategies<\/strong>: redundancy vs flexibility; nearshoring\/reshoring; dual sourcing; safety stock vs agility<\/li>\n
                  • Network design & governance<\/strong>: global vs regional hubs, supplier diversification, contracts, collaboration<\/li>\n
                  • Operations adjustments<\/strong>: inventory policies (\u201cjust-in-time\u201d \u2192 \u201cjust-in-case\u201d), capacity reallocation, demand sensing\/forecasting<\/li>\n
                  • Logistics & infrastructure<\/strong>: port congestion, air\/sea modal shifts, cold-chain for vaccines, last-mile constraints<\/li>\n
                  • Digitization & data<\/strong>: supply-chain visibility tools, traceability, platform coordination<\/li>\n
                  • Policy & institutions<\/strong>: export controls, trade frictions, essential-goods prioritization, standards\/compliance<\/li>\n
                  • Social & sustainability<\/strong>: labor conditions, supplier viability, ESG trade-offs during crisis<\/li>\n<\/ul>\n

                    Assessment criteria (marking focus)<\/h2>\n
                      \n
                    1. Search & Selection<\/strong> \u2013 Quality\/relevance of academic sources; appropriate use of university databases.<\/li>\n
                    2. Synthesis Matrix<\/strong> \u2013 Clarity, justification of choices, accurate mapping of sources to themes.<\/li>\n
                    3. Critical Review Writing<\/strong> \u2013 Coherent argument using all<\/strong> matrix sources; balanced critique and synthesis; identification of gaps<\/strong>.<\/li>\n
                    4. Referencing<\/strong> \u2013 Accurate, comprehensive Harvard<\/strong> throughout.<\/li>\n<\/ol>\n

                      Learning outcomes addressed<\/h2>\n
                        \n
                      • Critically evaluate<\/strong> current issues in business and management (COVID-19 disruption of global supply chains).<\/li>\n
                      • Critically assess<\/strong> academic literature in business\/management research.<\/li>\n<\/ul>\n

                        Suggested teaching scaffold<\/h2>\n
                          \n
                        1. Frame the question (Week 1)<\/strong><\/li>\n<\/ol>\n
                            \n
                          • Define scope (global supply chains; COVID-19 period); co-create thematic map from the list above.<\/li>\n<\/ul>\n
                              \n
                            1. Finding evidence (Week 2)<\/strong><\/li>\n<\/ol>\n
                                \n
                              • Live demo of university databases<\/strong>; build search strings (e.g., \u201csupply chain resilience AND COVID-19\u201d; \u201cnearshoring pandemic\u201d; \u201cbullwhip effect pandemic\u201d); set inclusion\/exclusion criteria.<\/li>\n<\/ul>\n
                                  \n
                                1. Build the matrix (Week 3)<\/strong><\/li>\n<\/ol>\n
                                    \n
                                  • Agree matrix columns<\/strong> (Citation | How Found | Theme(s) | 100-word contribution); show Blackboard example.<\/li>\n<\/ul>\n
                                      \n
                                    1. From matrix to argument (Week 4)<\/strong><\/li>\n<\/ol>\n
                                        \n
                                      • Teach synthesis: compare\/contrast findings, methodological quality, contexts (industries\/regions), and limitations.<\/li>\n<\/ul>\n
                                          \n
                                        1. Formative check-in (Weeks 5\u20136)<\/strong><\/li>\n<\/ol>\n
                                            \n
                                          • Collect short extract; give brief feed-forward; optional verbal-outline meetings.<\/li>\n<\/ul>\n
                                              \n
                                            1. Writing clinic (Week 7)<\/strong><\/li>\n<\/ol>\n
                                                \n
                                              • Critical paragraphing (claim\u2013evidence\u2013explain\u2013counterpoint); use of sub-headings; signposting.<\/li>\n<\/ul>\n
                                                  \n
                                                1. Referencing workshop (Week 8)<\/strong><\/li>\n<\/ol>\n
                                                    \n
                                                  • Harvard style; common errors; ensure cross-document consistency.<\/li>\n<\/ul>\n
                                                      \n
                                                    1. Final polish (Week 9)<\/strong><\/li>\n<\/ol>\n
                                                        \n
                                                      • Verify source consistency<\/strong> across matrix\/review\/references; proof and submit.<\/li>\n<\/ul>\n

                                                        Quick tutor checklist<\/h2>\n
                                                          \n
                                                        • Students are using licensed university resources<\/strong> (not relying on Google\/GS).<\/li>\n
                                                        • 30 peer-reviewed\/academic sources<\/strong> with clear COVID-19\/global-supply-chain relevance.<\/li>\n
                                                        • Each matrix entry states how the source was located<\/strong> and why it matters<\/strong>.<\/li>\n
                                                        • Review is argument-driven<\/strong>, not a list; shows tensions (e.g., resilience vs cost) and gaps<\/strong>.<\/li>\n
                                                        • Harvard<\/strong> referencing consistent in text and reference list.<\/li>\n
                                                        • The same 30 sources<\/strong> appear in matrix, review, and references.<\/li>\n<\/ul>\n

                                                          Typical pitfalls to flag early<\/h2>\n
                                                            \n
                                                          • Descriptive summaries with no critique\/synthesis<\/strong>.<\/li>\n
                                                          • Missing search provenance<\/strong> (how sources were found).<\/li>\n
                                                          • Overuse of non-academic or news pieces instead of scholarly work.<\/li>\n
                                                          • Inconsistency between matrix, review, and references.<\/li>\n
                                                          • Too narrow (single industry\/region) or<\/strong> too broad (no clear focus) without justification.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"

                                                            Scaffolded Literature Review (Global Supply Chains during COVID-19 Disruption) Purpose Students produce a scaffolded literature review on how global supply chains operated and changed during a major disruption (COVID-19). The task builds search skills, critical appraisal, synthesis, and academic writing. What students submit Synthesis Matrix (\u22483,000 words) ~30 academic sources (peer-reviewed journals and scholarly books\/chapters). […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"disciplines":[9],"paper_types":[],"tagged":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/45153"}],"collection":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions"}],"about":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/types\/questions"}],"author":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/comments?post=45153"}],"version-history":[{"count":0,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/questions\/45153\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/media?parent=45153"}],"wp:term":[{"taxonomy":"disciplines","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/disciplines?post=45153"},{"taxonomy":"paper_types","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/paper_types?post=45153"},{"taxonomy":"tagged","embeddable":true,"href":"https:\/\/www.writemyessays.app\/blog\/wp-json\/wp\/v2\/tagged?post=45153"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}