Differential game model and coordination model for green supply chain based on green technology research and development

The purpose of this paper is to establish a green supply chain differential game model for green technology research and development based on a secondary green supply chain composed of a single manufacturer and a single retailer. It compares the differential game equilibrium solutions under centralized and decentralized decision-making. The green supply chain members are coordinated through the dynamic wholesale price mechanism, and numerical simulation is used as a methodology, to verify and explain the results. The study found that compared to decentralized decision-making, the level of green technology and the total profit of green channels are higher under centralized decision-making. When the coordination parameters are within a certain range, the dynamic wholesale price mechanism can coordinate the behavior of manufacturers and retailers. The result also discovers that under the dynamic wholesale price mechanism, with the increase of investment cost coefficient, or the increase of price sensitivity or the decrease of consumer's environmental awareness, the green technology level, product green degree, price, retailer's profit, and the total profit of green channel is decreased. In contrast, the wholesale price and manufacturer's profits are increased

Automating assessment and evaluation for a bachelor’s degree program

Outcome-based education (OBE) makes learning happen and measures automating assessment and evaluation system. The objective of the study is to assess student’s learning in International Finance course and report OBE and propose strategies for continual quality improvement (CQI). In this study, a widely accepted self-developed spreadsheet used to measure course learning outcomes (CLO) and program learning outcomes (PLO) of international finance in a bachelor’s degree program of fall 2021. The method of sampling technique is purposive and a sample of 27 students have been considered for the analysis. Using direct method on specific parameters (quiz, assignment, presentation, and exams), an overall CLO attainment has been measured and compared with a targeted key performance indicators (KPI) (70% is set). Findings reveal that the first three out of five CLO have met the standard KPI. However, a CQI has been proposed for further improvement of CLO. Also, future works proposed to instrument CQI processes, engage industry experts and external OBE experts from foreign universities. Program self-assessment is mandatory for quality assurance at university and also preparation for accreditation of the program needs self-assessment. Therefore, CLO is mandatory for assessment and evaluation urgently