Re-Engineering Supply Chain Education

Modern industrial and systems engineering curricula excel at teaching students to mitigate physical supply-side disruptions, yet frequently fail to address the intra-supply-chain allocation of financial distress. This theoretical paper proposes a novel, problem-based learning curriculum framework designed to bridge the gap between operational logistics and financial risk-shifting. It critiques the pedagogical reliance on traditional bankruptcy prediction models, demonstrating how they systematically misclassify capital-intensive original equipment manufacturers (OEMs) into distress zones due to the structural liabilities of captive financial divisions. Grounded in systems thinking and Kolb’s experiential learning theory, the proposed framework introduces dynamic industry benchmarks into the classroom, specifically utilising the Strouhal credibility index. By structuring a pedagogical module around the 2020-2022 automotive crisis, and utilising descriptive statistical comparisons rather than complex econometrics, this framework equips engineering educators with an accessible blueprint to teach the financial bullwhip effect. This ensures future engineering managers understand the structural vulnerabilities embedded within hierarchical supply chains and the limits of OEM-driven supply chain finance.

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