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The growth of logistics departments in colleges and universities has been unprecedented in the past ten years. In response to this demand, schools expanded their programs to accommodate more students at both the graduate and undergraduate levels. While schools have typically structured their logistics departments differently, they, for the most part, failed to develop their programs to more accurately reflect the multi‐disciplinary nature of supply‐chain management. The article examines the structures of logistics departments against the backdrop of teaching supply‐chain management. Strengths and weaknesses of the structures are identified with a series of recommendations set forth to help schools cope with the increased enrollments and the dynamics of the logistics field.
Lancioni et al. (Thu,) studied this question.