bumgt5926 course description sem 1 2011

Course Description: BUMGT5926Strategy and Management of Change

School/Portfolio: School of Business

Course Code/ID: BUMGT5926

Course Title: Strategy and Management of Change

Teaching Location: CUCST

Program(s): Master of Business Administration

Author: Dr. Abdul Moyeen

Level: Advanced

Semester: Semester 1, 2011

Prerequisite(s): BUMKT 5922 Competitive Analysis

Corequisite(s): Nil

Exclusion(s): Nil

Credit Points/Progress Units:

15

ASCED Code: 080301

Semester 1, 2011- CUCST - MALAYSIA of 21CRICOS Provider Number 00103D

Course Description: BUMGT5926 Strategy & Management of Change

Contents

1 COURSE ORGANISATION: 3

1.1 Student Responsibility...............................................................................................3

1.2 Attendance and Participation....................................................................................3

1.3 Handbook/s...............................................................................................................3

1.4 Staff...........................................................................................................................3

1.5 Consultation Hours....................................................................................................3

1.6 Classes ....................................................................................................................3

1.7 Prescribed Text.........................................................................................................4

1.8 Plagiarism.................................................................................................................4

1.9 Copyright...................................................................................................................5

1.10 UBOnline/Moodle......................................................................................................5

1.11 Special Consideration...............................................................................................5

1.12 Late Submission of Assessment Tasks....................................................................6

1.13 Presentation of Academic Work................................................................................6

1.14 Assignment Cover Sheets.........................................................................................6

1.15 Submission and Return of Student Work..................................................................6

1.16 Ethics........................................................................................................................6

1.17 Appeals.....................................................................................................................6

1.18 Academic Progress Committee.................................................................................6

1.19 Early Intervention for students judged as being at risk of not meeting Academic Progress requirements..............................................................................................7

1.20 Grading.....................................................................................................................7

1.21 Use of Dictionaries....................................................................................................7

2 OBJECTIVES 8

3 CONTENT: 8

4 LEARNING TASKS AND ASSESSMENT: 8

5 SCHEDULE: 8

6 ADDITIONAL RESOURCES: 8



1 COURSE ORGANISATION:

1.1 Student ResponsibilityIt is your responsibility to be aware of the requirements for this course, and understand the specific details included in this document.

1.2 Attendance and ParticipationIt is in your best interest to make every effort to attend all the classes for this course and to complete all preparatory and assessment tasks. It is our experience that those students who do not attend class or carry out the associated activities are more likely to do poorly or to fail the course completely.

1.3 Handbook/sFor full details of programs and school procedures, please refer to the University of Ballarat handbook (http://www.ballarat.edu.au/ubhandbook-2011) and the School of Business Programs Handbooks available at http://www.ballarat.edu.au/business/handbooks

Please note that any reference to the Programs Handbook within this document indicates the abovementioned handbook, not your partner-specific handbook (i.e. for those studying off-campus with other providers).

1.4 StaffThe most appropriate person for you to contact is the person who teaches you. If necessary they will contact the Course Coordinator at the University of Ballarat.

Lecturer Name: Dr.Abang NawawiPhone:Fax:Email: [email protected]:Web:

Course Coordinator Name: Dr. Abdul MoyeenPhone: +61 (0)3 5327 9360Fax: +61 (0)3 5327 9405Email: [email protected] Office: B115 (Mt Helen campus)Web: www.ballarat.edu.au

1.5 Consultation Hours

Day: Time:


http://www.ballarat.edu.au/

mailto:[email protected]

http://www.ballarat.edu.au/business/handbooks

http://www.ballarat.edu.au/ubhandbook-2011


1.6 ClassesTime Sun Mon Tue Wed Thu Fri Sat6.30pm-9.30pm

24/03/2011

09/06/2011

1.7 Prescribed Text

The shorter book is:De Wit, B. and Meyer, R. (2010). Strategy synthesis: Resolving strategy paradoxes to create competitive advantage (4th ed.). London: South-Western (CENGAGE Learning)

The longer book is:De Wit, B. and Meyer, R. (2010). Strategy: Processes, content, context (4th ed.). London: South-Western (CENGAGE Learning).

Highly Recommended Text

Charles W. L. Hill; Gareth R. Jones (2010). Strategic Management: An Integrated Approach, 9th Edition, Ohio: South-Western (CENGAGE Learning)

Further reading and alternative texts are provided elsewhere in this course description but a lighthearted and irreverent view of Strategy can be found in:

Mintzberg, H., Ahlstrand, B., and Lampel, J. (2005). Strategy bites back: It is far more, and less, than you ever imagined. London: FT Prentice Hall.

Important: In addition to the prescribed book, the course requires students to read other relevant materials for all workshops. The link of the reading materials are placed in the Moodle.

1.8 Plagiarism Of necessity, most academic work is heavily dependent on the findings or ideas of others (i.e. authors, scholars). Indeed, one of the main aims of academic assessment tasks is to encourage you to research widely and develop research skills. In presenting your work for assessment you must show the assessor that you have read widely, and the only way you can do this is to properly cite your sources in the body of your essay, assignment or report.

As a matter of intellectual honesty and scholarly integrity you must say where ideas, information, arguments, diagrams or other theoretical models come from, regardless of whether you are quoting



directly, paraphrasing, or simply mentioning or using data from that source. To do otherwise amounts to plagiarism, and is a serious academic offence.

Plagiarism goes further than the failure to acknowledge quotations, paraphrases or information from published sources - it also includes copying or using other students work and downloading material from the internet and passing it off as your own.

Any cases of plagiarism, cheating or copying, will be dealt with by the Course Co-ordinator in accordance with the University’s regulations, and may result in a zero mark for the piece of assessment, failure of the whole course or exclusion from the program.

Make sure you are aware of the University's Regulation 6.1.1 Student Plagiarism, available at http://www.ballarat.edu.au/legislation/6.1.1-plagiarism

Turnitin - Turnitin is an electronic plagiarism database against which originality of student work can be tested. It is a web-based program that helps both student and teacher to detect and remedy any inadvertent and unacknowledged use of another’s work before the assignment is submitted for final assessment. Turnitin has the capability to produce a report verifying the percentage of your work which is original. This report will then accompany any work you submit for assessment.

You will not be required to submit your assignments through Turnitin for this course in Semester 2 2010. However, you may be required if asked to provide a digital copy of your assignment for checking through Turnitin.

1.9 CopyrightCopyright is different to Plagiarism. Plagiarism is the use of another person's work, and passing it off as your own, without acknowledgement of the author. Copyright is the restriction which defines fair use of another's work.

As a student, you will make use of other people's copyright material during your study. The Copyright Act has provisions for students and researchers to copy and communicate electronic, audiovisual and hardcopy material, although limits do apply. It is your responsibility to comply with the Fair Dealing Provisions of the Copyright Act which, combined with an agreement with the Copyright Agency Ltd, provides students with legal use of a vast amount of copyright material related to their research and study. However, there are limitations, such as only copying one chapter or 10% of a book or one journal article. Further information on these limitations and other relevant material is available on the University web site at http:// www.ballarat.edu.au/aasp/copyright/ .

1.10 UBOnline/MoodleThe University’s Learning Management Systems (LMS) for delivery of learning resources, course information and guidelines to support face-to-face learning is Moodle/UBOnline. There are a number of interactive features in the LMS which will improve communication with teaching staff. For example, “Announcements” may arrive as a pop-up message, and tasks requiring your action will be indicated by highlighted icons.


http://www.ballarat.edu.au/aasp/copyright/

http://www.ballarat.edu.au/aasp/copyright/fair.shtml

http://www.ballarat.edu.au/legislation/6.1.1-plagiarism


UBOnline/Moodle will be used for this course.

Where courses use UBOnline/Moodle, it will be your responsibility to download the relevant lecture and tutorial notes to support your class participation. You should develop the habit of accessing the UBOnline/Moodle frequently (at least twice a week).

For students, login to the UBOnline/Moodle is available through

https://ubonline.ballarat.edu.au/login/index.php.

1.11 Special Consideration If you believe that you are eligible for special consideration, due to illness or other cause, you need to complete the Application for Special Consideration form available from http://www.ballarat.edu.au/resources-special-consideration-form, your School or Partner Provider office. For further information please refer to the Information For Students Applying For Special Consideration (Including Deferral of an Examination) Guidelines available from http://policy.ballarat.edu.au/university/special_consideration/chol/php

Extension of Assessment Due Date - In the first instance, discuss requests for an extension with your lecturer, or you may formally request an extension by completing the Special Consideration form.

Supplementary Assessment may only be granted as an outcome of an application for Special Consideration.

1.12 Late Submission of Assessment TasksLate submission of work may incur a penalty for each week day of up to 10% of the available marks. Unless with prior arrangement with the lecturer, papers submitted two weeks (ie 14 calendar days) after the due date will not be marked.

1.13 Presentation of Academic WorkUnless otherwise specified by your lecturer, all work presented for assessment in this course must comply with the format outlined in the University's General Guide to the Presentation of Academic Work publication, available from the University bookshop at Mt Helen campus or online at: http:// www.ballarat.edu.au/generalguide .

1.14 Assignment Cover SheetsUnless your lecturer has specifically advised otherwise, all assignments must be accompanied by a signed official cover sheet ('Plagiarism Declaration Form'), available from the School of Business foyer at Mt Helen and at http://www.ballarat.edu.au/business/resources/student-forms/assign-coversheet.doc and lodged as appropriate for your location.

1.15 Submission and Return of Student WorkAt Mt Helen, the assignment box is located at the eastern end of the School of Business, in the main foyer. This can be accessed between 8 am and 6 pm on weekdays only, and is cleared at 10 am on weekdays. Submission of student work will be advised within the ‘Learning Tasks and Assessment’ section below. Return of student work will be advised by your lecturer.


http://www.ballarat.edu.au/business/resources/student-forms/assign-coversheet.doc

http://www.ballarat.edu.au/business/resources/student-forms/assign-coversheet.doc

http://www.ballarat.edu.au/generalguide

http://policy.ballarat.edu.au/university/special_consideration/chol/php

http://www.ballarat.edu.au/resources-special-consideration-form


1.16 EthicsIf you intend to survey or obtain information from other students, staff or persons outside the University as part of research for tutorial exercises or assessable tasks, you must check with your Course Co-ordinator, lecturer or tutor before undertaking your research to determine if approval is required.

Where the research project could affect the interests of interviewees, ethics approval must be obtained from the University’s Human Research Ethics Committee. Your lecturer or tutor will assist you in arranging this. Some tutorial exercises and assessable tasks have been granted a block approval, provided certain procedures are undertaken. Where relevant, you will be advised of these procedures by your Course Co-ordinator, lecturer or tutor. Further details are located at www.ballarat.edu.au/ard/ubresearch/hdrs/ethics/humanethics/index.shtml

1.17 AppealsYou may appeal about administrative issues, final grades or other academic decisions. With regard to grades or academic decisions, discuss your concerns with your lecturer in the first instance and then your Academic Co-ordinator to access the required form to lodge your appeal. For full details about the appeals process please refer to University Regulation 5.3 – Assessment http://www.ballarat.edu.au/legislation-5.3-Assessment.

1.18 Academic Progress CommitteeThe Academic Progress Committee is a sub-committee of the Programs Committee, and is responsible for applying the University's Monitoring Course Progression Procedure (http://policy.ballarat.edu.au/esos/standard_10/ch02.php) and complying with the Department of Immigration and Citizenship International Student Reporting Requirements. Students who do not perform to a satisfactory level within their program or course may be asked for an explanation by the Committee, which has the power to warn and exclude students who demonstrate unsatisfactory progress.

1.19 Early Intervention for students judged as being at risk of not meeting Academic Progress requirementsIn compliance with the University’s Intervention Strategy - Monitoring Course Progression Guidelines (http://policy.ballarat.edu.au/esos/standard_10/ch02.php), the School must identify students who fail an assessment task during a semester. Students who may be at risk of eventually failing that course will be offered assistance as early in the semester as possible, to ensure such “at risk“ students are given every opportunity to pass.

Students who are identified as being “at risk” of not meeting academic progress requirements will be formally asked to attend an interview to assess the reasons for their unsatisfactory performance wherein if appropriate they will be offered a program of assistance (such as study skills sessions, mentoring, English language classes, personal counselling, etc). A record will be kept of any such assistance program offered and the student’s uptake of the program.

1.20 GradingThe University observes the following grading scheme

HD High Distinction 80 - 100%D Distinction 70 - 79%C Credit 60 - 69%P Pass 50 - 59%MF Marginal Fail 40 - 49%F Fail 0 - 39%XF Non-assessed Fail


http://policy.ballarat.edu.au/esos/standard_10/ch02.php

http://policy.ballarat.edu.au/esos/standard_10/ch02.php

http://www.ballarat.edu.au/legislation-5.3-Assessment

http://www.ballarat.edu.au/ard/ubresearch/hdrs/ethics/humanethics/index.shtml


AD Assessment Deferred – up to 3 monthsTD Assessment Deferred – up to 12 months

1.21 Use of DictionariesThe University’s Students from a Non-English Speaking Background - Special Provisions for Invigilated Assessments Guidelines (http://www.ballarat.edu.au/policy/special-provisions-non-english-speaking) make provisions for students who are from a non-English speaking background to use an approved unmarked hard copy bilingual dictionary in an examination. Prior permission has been granted by the Head of School for students at partner providers for this provision, requests at Mt Helen campus are dealt with on an individual basis.


http://www.ballarat.edu.au/policy/special-provisions-non-english-speaking

http://www.ballarat.edu.au/policy/special-provisions-non-english-speaking


2 OBJECTIVES: This course is designed to enable students to understand the role of strategy making to achieve sustainable competitive advantage in the context of increasing uncertainty in local and global business environments. It focuses on the strategic challenges and their management in a 21st

century context – in particular the impact of the changing global, technological and knowledge based economy on how organisations grow and sustain growth.

This course is designed to enable students to:

Knowledge Describe the current 21st century environment and analyse its impact on strategic management Outline the relationships between strategy content, context and process and how strategies can

be created and implemented Understand the key issues in managing strategic futures, risk and change Present a business case for chosen strategies

Skills Apply proprietary tools and techniques to develop strategic options that an enterprise can use to

grow and create shareholder value and the assessment of strategic performance in the context of changing global and local environment.

Apply high level of strategic thinking and strategic foresight. Integrate multiple perspectives Analyse sources and routes to superior performance and develop strategic plans

Values Appreciate the role of strategic management in the context of increasing uncertainty in local and

global business environments. Appreciate the high levels of tolerance for ambiguity and uncertainty Value radical and innovative perspectives Appreciate the increasing requirement for ethical as well as commercial frameworks in strategy

assessments Integrate creative and analytic approaches

3 CONTENT: The nature of strategy: strategising and economizing. Internal and external drivers of strategic

decisions. Critical issues in strategy. Path dependencies, culture and organisational configurations. Strategy processes and strategic

change. Management of uncertainty in strategy and scenario planning The challenge of the ‘new economy’, hyper-competition and globalisation – new strategy

paradigms. The role of knowledge management and competences. Issues of scope: mergers, alliances, networks and partnerships Technology strategy, new ventures, and strategic innovation Global strategy and global organisation Corporate governance

4 LEARNING TASKS AND ASSESSMENT: Summary



It is emphasised that this course requires a significant commitment outside of formal class (workshop) contact. The learning tasks in this course may include classes (lectures and seminars), required reading, the preparation of answers to case study questions, exercises and problems, and self-study. In addition, students may be required to complete a group assignment and examination.

Summary of suggested time allocations for this course

Classes 3 hours per week 36 hoursRequired reading 3 hours per week 36 hoursOther class preparation Average of 2 hour per week 20 hoursCase study Reading, researching, writing 16 hoursPreparation of assignment Researching, reading, writing 20 hoursEnd of semester examination Study and revision 22 hoursTOTAL 150 hours

Summary of assessable tasks

Learning Task Assessment WeightingReading, researching, writing Case Analysis 10%

Completion of an assignment involving students working in groups

Written report 30%

Study and revision, writing Written Examination 60%

In order to pass this course, students must accumulate a minimum of 50% of the total marks available.

You are strongly advised to attempt ALL assessment tasks. Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in 1.19 in the Course Description) and will be directed to the School’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer.

Assessment criteria set out the details by which your performance in each task will be judged. This information will give you a clear and explicit understanding of the standards you are expected to achieve relative to the marks awarded.

Assessment Task 1: Individual Case Analysis



Length: 1000-1200 words, Weight 10%Due: Friday, 4:00 p.m. 4th Lecture Week

The objectives of the analysis are to develop your ability to: Analyse sources and routes to superior performance Develop your ability to apply strategic management theories and concepts to practical

situations Develop your skills in research, critical thinking and analysis

Read the case in Appendix 1 (at the end of this course description):

Citibank’s e-business strategy for global corporate banking

Answer the following three questions:

1. What are the main capabilities of Citibank? Does Citibank have a core competence?2. Create a SWOT analysis to understand Citibank’s strengths and weaknesses. 3. Does Citibank have a sustainable competitive advantage in the banking industry? If so, what is

the source? What about Citibank’s evolution and current business strategy may pose problems going forward?

Criteria for assessment of the case analysis are given on the sample feedback sheet on the next page.

The graded case analyses will be returned by week 6.



Assessment 1: Individual Case Analysis Grading Criteria and FeedbackStudent Name: ________________________________________ Student ID Number: ________________________________________

Comments:

Graded by: Date:

Assessment Task 2: Group assignment (Scenario Planning)


CriteriaHD D C P MF F

The quality and completeness of response to the questions (6 Marks) The analysis demonstrates a knowledge and understanding of relevant

strategic management theory. Evidence of critical thinking in preparing the answer The argument is incisive and includes a concise, relevant treatment of the

issues. The answer is consistent with the question and critically analyses the topic.

Evidence of appropriate reading (2 Marks) The topic is discussed using theoretical frames of strategic management,

and these are supported by the use of at least 2 primary sources (e.g. refereed journal articles) and/or at least 1 high quality professional, company or media sources that are directly relevant to the topic chosen

Makes limited use of textbook (or other text books), relying on primary sources to support their argument.

Clarity of expression and Overall presentation (2 Marks) Sources are referenced consistently and comprehensively using the

recommended referencing system as prescribed in the course description/outline

Use of language appropriate to academic writing The answers are succinctly and clearly written Presentation is professional (e.g. spell and grammar checked, judicious

use of headings, etc).

TOTAL (10 marks) Penalties Poor presentation (up to 2 marks) Late: Date received (5% of the possible mark, per day) Failure to adequately reference is plagiarism. Plagiarism will be dealt with

in line with university policy.

TOTAL MARKS OBTAINED FOR ASSESSMENT Grade


Length of report: 3000-3200 words, excluding the reference list and appendix,Weight 20%.

Report due: Friday, 4:00 p.m. 8th Lecture Week

Presentation: 9th-10th Week

The objectives of the assignment are to develop your ability to: Develop your knowledge of strategic management theory Reflect on the use of strategic management theory Apply high level of strategic thinking and strategic foresight Integrate multiple perspectives of strategy making Strategy making in the context of increasing uncertainty in local and global

business environments

Students will form groups of around 3 to 4. Each group will select an organisation or a strategic business unit, ideally one that is personally familiar to at least one team member. Whichever organisation you select, make sure that you have enough information available in order to undertake this analysis.

Scenario planning:

Paul J.H. Schoemaker states that among the many tools a manager can use for strategic planning, scenario planning stands out for its ability to capture a whole range of possibilities in rich detail. In fact, Paul J.H.Schoemaker’s following article must be consulted when working on this exercise: Schoemaker, P.J.H. (1995). Scenario planning: A tool for strategic thinking. Sloan Management Review, Winter Issue. pp.25-40.

In constructing scenarios for the future of our organisations, we divide our knowledge into two areas: i) things we believe we know something about and ii) elements we consider uncertain or unknowable. In constructing scenarios, you may follow the following steps. Additional explanations about these steps are available in the above article by Paul J.H. Schoemaker.

i) Define the scope: The first step is to set the time frame and scope of analysis. The typical time frame is 5 to 8 years. The scope of analysis may vary among organisations. Suggested scope of analysis comprises of products, markets, geographic areas, and technologies.

ii) Identify the major stakeholders.iii) Identify basic trends: You must identify what political, economic, societal, technological,

regulatory, global, knowledge and industry trends are ‘sure’ to affect the issues you have identified in step 1. Briefly explain each trend; including how and why it exerts its influence on your organisation.

iv) Identify key uncertainties: In this step, you must identify what events, whose outcomes are uncertain, will significantly affect the issues you have identified in step 1. It is best to keep these outcomes simple, with a few possibilities at most. Sometimes, you may have to identify any relationships among these uncertainties. In order to do this, follow the



correlation matrix technique explained in Table 3 on page 32 in Schoemaker’s article. If two uncertainties, say U1 and U2 are negatively (-) correlated, then the ‘most likely’ occurrence of U1 coincides with the ‘least likely’ occurrence of U2. Therefore, U1 and U2 must be always placed in the opposite scenarios rather than in the same scenario. A typical example for the correlated pair of uncertainties is as follows: U1=low interest rates for home borrowers and U2 = low house building activity.

v) Construct initial scenario themes: After identifying trends and uncertainties, you have the main ingredients for scenario construction. A simple approach is to identify extreme worlds by putting all most likely events of uncertainties in one and all least likely events of uncertainties in another (provided no two uncertainties are negatively correlated; in that case, you have to make adjustments in these two extreme worlds). Another method for finding some initial themes is to elect the top two uncertainties. This technique makes the most sense if some uncertainties are clearly more important than others.

vi) Check for consistency and plausibility.vii) Evolve toward decision scenarios: Finally, in an iterative process, you must converge

toward scenarios that you will eventually use to test your strategies.

It is highly expected that students use other references to enrich their understanding of the scenario planning process and to prepare their reports.

In this exercise you do not need to develop a change strategy based on your decision scenarios. As long as you develop two or three decision scenarios that provide an impression that the scenario exercise is a tool for strategic thinking and planning, the purpose is served. Describe in a short story format how each scenario unfolds and what the implications are for your organisation or strategic business unit.

The length of the scenario report is 3000-3200 words, excluding the reference list and appendix. The report must be word-processed with 1.5 line spacing, 3 cm left margin, 2.5 cm right margin, 3 cm top and bottom margins. The scenario planning report is worth 20%. The mark awarded to a group report is given to all the members of the group.

An oral presentation of the report will take place in weeks 9 and 10. The content of presentation must be sequenced and shared by the group members and each of the members will present his/her part for 10-12 minutes. For example, one member may introduce the presentation followed by another member presenting the first part of the body of the report and so on. The lecturer will inform you in advance of the exact session and time in which each group will present its oral report. The oral report is marked individually (largely) and is worth 10%. A one page summary of the oral report must be distributed to all the class members before commencing the presentation. A fully written up scenario report is to be handed to the lecturer in the beginning of the presentation session.

Criteria for assessment of the case analysis are given on the sample feedback sheet on the next page.

The graded case analyses will be returned by week 12.



Assessment 2: Group Report (Scenario Planning) Marking Criteria

Group Name: ________________________________________ Student Names: ________________________________________

CriteriaHD D C P MF F

The quality and completeness of response to the topic (12 Marks) The report shows knowledge of relevant strategic management theory, in

particular it covers the followings:o Identification and justification for a range of the future trends o Identification and justification for the future uncertaintieso Explanation of the scope of the exerciseo Identification of stakeholderso Use of a correlation matrix to determine any influences between

the uncertainties; if there are no such influences, an explanation for this effect

o Development of a vivid picture of the two or three contrasting scenarios

o Explanation of consistency and plausibility of the scenarioso Implication for the business organisation under each the

scenarios The argument is incisive and includes a concise, relevant treatment of the

issues. The depth and clarity of analysis The conclusion demonstrates a plausible, insightful, and rationally

persuasive point at which to end the argument.Evidence of appropriate reading (5 Marks) The topic is discussed using theoretical frames of strategic management. The discussions are supported by the use of at least 2 primary sources

(e.g. refereed journal articles) and at least 3 high quality professional, company or media sources that are directly relevant to the topic chosen

Makes limited use of textbook (or other text books), relying on primary sources to support their argument.

Clarity of expression and Overall presentation (3 Marks) The report is succinctly and clearly written Sources are referenced consistently and comprehensively using the

recommended referencing system as prescribed in the course description/outline

Use of language appropriate to professional/academic writingPresentation is professional (e.g. spell and grammar checked, judicious use of headings, etc).

TOTAL (20 marks) Penalties Poor presentation (up to 5 marks) Late: Date received (5% of the possible mark, per day) Failure to adequately reference is plagiarism. Plagiarism will be dealt with

in line with university policy. TOTAL MARKS OBTAINED FOR ASSESSMENT Grade



Assessment Two: Group Presentation Marking CriteriaGroup Name: ________________________________________ Student Name: ________________________________________ Student ID Number: ________________________________________

Response needs to improve.Review relevant material

F MF P C D HD Excellentresponse

No handout or too brief† Detailed and comprehensivehandout

Overheads or Powerpointhard to read†

Clear overheads or powerpoint, detailed and organised

No overview of individual learning experiences or limited overview

In-depth analysis of learning experiences and consideration of issues raised

Limited educational value to class Exceptional and beneficial educational value to class

No or few arguments used or developed Strong and considered arguments developed

Limited audience involvement Strong interaction between presenters and audience

Evidence of limited research Strong evidence of research and context

Limited analysis Thorough and detailed analysisLimitedevaluation

Thorough and considered evaluation

Inappropriate content or focus Highly focussed and appropriate content

Lack of creativity and innovative presentation

Creative and innovative presentation

Unable to accurately respond to questions Excellent reflection and response to questions

No questions asked of audience or questions not well developed

Questions asked of audience designed to target key issues

† marked as a group



Assessment Task 3: Written Examination

Due: Exam Week, Weight 60%

A three-hour examination based on a pre-sighted case study will be held in the examination week. Attending all classes, particularly all workshops and undertaking the week by week reading are excellent ways to prepare for the examination.

The objectives of the examination are to: Develop and test your knowledge and understanding of strategic management concepts,

models and theories. Develop and demonstrate your ability to apply strategic management concepts, models and

theories to practical situations in order to sustain competitive advantage. Develop and demonstrate your ability to strategically think and write logically and coherently in a

limited time frame.

The case study will be provided in the last workshop week. In the examination, which will take place in examination hall, you will be given six (6) questions on the case and you will need to attempt 5 questions under time constrained examination conditions. Each question is worth 12 marks. You will be assessed on

Depth of analysis of the issues raised in the case Ability to apply conceptual models and empirical knowledge of strategic management to

construct arguments to address the issues identified in practical situations Completeness and relevance of response Quality of recommendations

Your answer will not be judged on word length as such, but expect to write between 400 and 600 words per question. You are not expected to cite or reference.

You will be allowed to take one copy of the case study and ONE textbook only inside the examination hall. The textbook must not contain any hand-written notes. You may, however, highlight or underline the contents of the case as well as write only “single-word” notes on the case provided.



5 SCHEDULE:

As semesters and contact hours vary between UB locations, delivery is usually scheduled across three hours a week for 12 weeks. If your location runs this course over less than 12 weeks, your lecturer will adjust the timing of the delivery of the materials.

Please note that the sequence and content of workshop may need to be changed and the following information should be used as a guide. Your local lecturer may use any other case that may be suitable to the local contexts

Workshop Session 1: Strategy, Value Creation and Competitive AdvantageCase: Selkirk Group in Asia. See p263. Source: Mintzberg et al (2003). The strategy process: Concepts, contexts, cases. Pearson Education International.

Workshop Session 2: Scenario PlanningArticle: Schoemaker, P. J. H (1995). Scenario planning: A tool for strategic thinking. Sloan Management Review, Winter, pp. 25-40, ISSN: 15329194.

Workshop Session 3: The Changing External Context for the Companies – Knowledge Economy and Globalisation and Global Change

Issue 1: The Knowledge Economy Case: McKinsey’s Knowledge Management PracticesSource: Bartlett, C A. and Ghoshal, S. (2000). Transnational management – Test, cases and readings in cross-border management (3rd ed.). McGraw-Hill International, Case 6-3 McKinsey & Company: Managing Knowledge and Learning P664 – p680.

Issue 2: Globalisation and Global ChangeCase: Wal-Mart Stores, Inc.: On Becoming the World’s Largest CompanySource: Wheelen, T. L., and Hunger, J. D. (2006). Strategic management and business policy (cases) (10th ed.). Pearson Prentice Hall, Case 18, pp. 18.1-18.21.

Workshop Session 4: Hyper-competition and ICT and their Impact on Strategy Case: Amazon.comSource: Wheelen, T. L., and Hunger, J. D. (2006). Strategic management and business policy (cases) (10th ed.). Pearson Prentice Hall, Case 10, pp. 10.1-10.21.

Workshop Session 5: Technology and InnovationCase: Eastman Kodak: The Photography segment of the Infoimaging IndustrySource: Wheelen, T. L., and Hunger, J. D. (2006). Strategic management and business policy (cases) (10th ed.). Pearson Prentice Hall, Case 26, pp. 26.1-26.18.

Workshop Session 6: Sustainable Development and Corporate Social Responsibility (CSR)Case: The Collapse of EnronSource: Hill, Charles W.L. and Jones, Gareth R. (2007). Strategic management theory. Houghton Mifflin, pp. 408-10, ISBN: 9780618641642



Workshop Session 7: Designing a Strategic Organisation and Corporate GovernanceCase: Nissan: New Driver at the WheelSource: de Wit, Bob and Meyer, Ron (2010). Strategy: Processes, content and context (4th ed). London: Thompson Learning, Chapter 9

Workshop Session 8: Managing Strategic Change Case: Allianz and Dresdner Bank: Taking a Risk on AllfinanzSource: de Wit, Bob and Meyer, Ron (2010). Strategy: Processes, content and context (4th ed). London: Thompson Learning, pp. 174-76.

Case: FedEx Corporation: Structural Transformation through e-businessSource: de Wit, Bob and Meyer, Ron (2004). Strategy: Processes, content and context (3rd ed.). London: Thompson Learning, pp. 647-662.

Scenario Planning Presentations (Workshop sessions 9 and 10)

Workshop Session 11: Diversification: Expanding Beyond a Single Industry Case: BoeingSource: Hill, Charles W.L. and Jones, Gareth R. (2007). Strategic management: An integrated approach (8th ed.). Case 13, C130, ISBN-13: 9780618894697

Workshop Session 12: Overview of the course



6 ADDITIONAL RESOURCES:

Additional useful references

Books:

Barney, J. (2011). Gaining and Sustaining Competitive Advantage, 4th edition. Pearson

Gopinath, C. and Siciliano, J. I. (2010). Strategize!: Experiential Exercises in Strategic Management. 3rd Edition, Cengage Learning.

Grant, R.M. (2010). Contemporary strategic analysis. 7th Edition, Wiley.

Hamel, G. and Prahalad, C. K. (1996). Competing for the future. Boston: Harvard Business School Press.

Hitt, M. A., Ireland, R. D., and Hoskisson, R. E. (2011). Strategic Management: Concepts and Cases: Competitiveness and Globalization, 9th Edition, Cengage Learning.

Hubbard, G and Beamish, P. (2011). Strategic management- thinking, analysis, action. 4th

Edition, Pearson.

Johnson, G., Scholes, K., and Whittington, R. (2008). Exploring corporate strategy (8th ed.). London: Prentice Hall.

Mintzberg, H. (1994). The rise and fall of strategic planning. London: Prentice Hall.

Mintzberg, H., Lampel, J., Quinn, J.B. and Ghoshal, S. (2003). The strategy process (global 4th

ed.). Pearson Education International.

Morgan, G. (1997). Images of organisation. California: SAGE Publications.

Pascale, R. (1990). Managing on the edge: How successful companies use conflict to stay ahead. London: Penguin.

Pettigrew, A. and Whipp, R. (1991). Managing change for competitive success. Cambridge: Blackwell.

Thomas, H., O'Neal, D., White, R. and Hurst, D. (1994). Building the strategically-responsive organisation. Chichester: John Wiley & Sons Ltd.

Volberda, H.W. (1998). Building the flexible firm. Oxford: Oxford University Press.

Williamson, O.E. (1996). The mechanisms of governance. New York: Oxford University Press.



Academic Journals:

1. Journal of Management & Organization, published by eContent Management Pty Ltd, www.jmanorg.com (ISSN 1833-3672)

2. Harvard Business Review, published by Harvard Business School Publication Corp., www.hbr.org (ISSN 0017-8012)

3. Academy of Management Journal, Published by Academy of Management, www.aom.pace.edu/amj/ (ISSN 0001-4273)

4. Strategic Management Journal, Published by Strategic Management Society, http://smj.strategicmanagement.net/ (ISSN 0143-2095)

Adopted Reference Style

APA

The link to the library website for more information is: http://www.ballarat.edu.au/library/assignment-and-research-help/referencing


http://www.ballarat.edu.au/library/assignment-and-research-help/referencing

http://smj.strategicmanagement.net/

http://www.aom.pace.edu/amj/

http://www.hbr.org/

http://www.jmanorg.com/

bumgt5926 course description sem 1 2011

Documents