MANAGEMT 7044 - Strategic Management
North Terrace Campus - Trimester 3 - 2023
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General Course Information
Course Details
Course Code MANAGEMT 7044 Course Strategic Management Coordinating Unit Management Term Trimester 3 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours per week Available for Study Abroad and Exchange Restrictions Available to Certificate, Graduate Diploma and Master of Business Administration students only - other students must first meet with Program director for enrolment approval Course Staff
Course Coordinator: Dr Jonathan Baker
Contact Hours: By appointment only.
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course, students will be able to:
- Analyse complex organizational environments, cases and issues by reference to and application of relevant theories, concepts and models
- Diagnose environmental and industrial forces that drive and constrain strategic options for businesses
- Analyse the key elements of strategic advantage for individual organizations against the demands of their industries.
- Analyse strategic positioning strategies of firms and evaluate them against the necessary competencies and resources of the organization.
- Develop alternative strategies contingent on the demands and its industry context
最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1-5 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1-5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
. Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
. Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.
. Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
. Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Grant, R.M (2018) Contemporary Strategy Analysis. 10e: John Wiley and Sons Ltd.
ISBN 9781119495727Recommended Resources
There are a vast array of modern textbooks on strategic management. These tend to cover the same material although sometimes with a different emphasis.
Harvard Business Review – oriented towards the practitioner.
Journal of Strategic Management – theoretical.
Long Range Planning – UK based – a mix of theory and practice.
The Economist – much more than strategy but indispensable for the practising strategist.Online Learning
Important messages, topic notes, power point slides, case studies and other materials relating to the course will be placed on MyUni throughout the course. MyUni can be found at (www.myuni.adelaide.edu.au) -
Learning & Teaching Activities
Learning & Teaching Modes
Topics, Associated Readings, and Case Studies are:
Session 1:
Introduction: A Framework for Strategic Analysis and what is ‘Business Strategy’?
Readings:
Thompson, Strickland, & Gamble, Chapters 1 & 2
“Fundamental issues in strategies” Rumelt R, Schendel D, & Teece D (eds), 1994, Chpt 1, Fundamental Issues in Strategies, Harvard Business School Press, Boston, pp.9-47
Case Study: Costco wholesale in 2012: mission, business model, and strategy
Sessions 2:
Business Strategy Analysis and External Industry Analysis.
Readings:
Thompson, Strickland, & Gamble, Chapter 3
“Commitment: The persistence of strategies”, Ghemawat P.,1991, Commitment: the dynamic of strategy, The Free Press, New York, pp.13-31
Case Study: Panera bread company in 2012 – pursuing growth in a weak economy
Session 3:
External Industry Analysis and Measuring Organisational Performance
Readings:
Thompson, Strickland, & Gamble, Chapter 4
“The Five Competitive Forces that shape Strategy”, Porter M., HBR, January, 2008
“Industry segmentation & competitive advantage” Porter M., 1985, Competitive Advantage: creating and sustaining superior performance, The Free Press, New York, pp.231-272
Case Study: Tiffany’s little blue box: does it have any strategic significance?
Session 4:
Measuring Organisational Performance and Capability Analysis.
Readings:
Thompson, Strickland, & Gamble, Chapter 5
“Capitalising on Capabilities”, Dave Ulrich and Norm Smallwood, HBR, June 2004, Jun2004, Vol. 82 Issue 6, p119-127
“Strategy and the Internet”, Porter M., HBR, March 2001
Case Study: Nucor corporation in 2012: using economic downturns as an opportunity to grow stronger
Sessions 5:
Strategic Options and Decision making 1
Readings:
Thompson, Strickland, & Gamble, Chapters 6
“The nature and sources of competitive advantage”, in Grant R, 1995, Contemporary Strategy Analysis, 2nd ed, Chpt 6, pp 149-172, Blackwell Business Pub. Cambridge, Massachussets
Case Study: 7-Eleven in Taiwan: adaptation of convenience stores to new market environments.
Session 6:
Mid Term in Class Mini- Case Study Analysis Test
Session 7:
Strategic Options and Decision making 2
Readings:
Thompson, Strickland, & Gamble, Chapter 7
“The right game: use game theory to shape strategy” Brandenburger A & Nalebuff B, 1995, HBR, July –August, pp 57-71
“Speed & strategic choice: how managers accelerate decision making”, Einsenhardt K., 1990, California Management Review, Spring, pp.39-54
Case Study: Tata motors: can it become a global contender in the automotive industry?
Session 8:
Strategy and Ethics
Readings:
Thompson, Strickland, & Gamble, Chapter 9
“The business of ethics and the ethics of business”, Pattan J.E, Journal of Business Ethics 3, 1984, Pp.1-19
Case Study : Rhino sales, hunting, and poaching in South Africa, 2012
Session 9:
Strategy Execution 1
Readings:
Thompson, Strickland, & Gamble, Chapter 10
“Cost advantage”, 1985, Porter M., Competitive advantage: creating and sustaining superior performance, New York, The Free Press, pp. 97-118
“Competitive cost dynamics: the experience curve”, 1982, Hax A., & Maljuf N., Interfaces, 12/5, Pp.50-61
Case Study: Starbucks in 2012: evolving into a dynamic global organisation
Session 10:
Strategy Execution 2
Readings:
Thompson, Strickland, & Gamble, Chapters 11 & 12
“Innovation & competitive advantage: what we know & what we kneed to learn”, 1992, Lengnich-Hall C., Journal of Management, 18/2, pp.399-429
“Differentiation strategy”, 1985, Porter M., Competitive Advantage: Creating and sustaining superior performance, The Free Press, New York, pp.150-163
Case Study: Group PresentationsWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
This is a standard ‘3 Unit’ MBA course which requires about 156 hours of student effort. These 156 hours includes the time spent in class and undertaking assessment as well as the reading and assignment preparation you must undertake outside of the class hours.
Thorough case preparation and willingness to participate in class discussion is essential to the educational process as well as the achievement of a satisfactory grade in strategic decisions and implementation. Participants will be required to prepare two or three readings plus a case study for discussion for every session. Participants will be regularly quizzed on both cases and readings, so please come prepared.Learning Activities Summary
Teaching & Learning Activities Related Learning Outcomes Lectures 1-5 Group discussions 1-5
Learning Activities Schedule
Topics, Associated Readings, and Case Studies are:
Session 1:
Introduction: A Framework for Strategic Analysis and what is ‘Business Strategy’?
Readings:
Thompson, Strickland, & Gamble, Chapters 1 & 2
“Fundamental issues in strategies” Rumelt R, Schendel D, & Teece D (eds), 1994, Chpt 1, Fundamental Issues in Strategies, Harvard Business School Press, Boston, pp.9-47
Case Study: Costco wholesale in 2012: mission, business model, and strategy
Sessions 2:
Business Strategy Analysis and External Industry Analysis.
Readings:
Thompson, Strickland, & Gamble, Chapter 3
“Commitment: The persistence of strategies”, Ghemawat P.,1991, Commitment: the dynamic of strategy, The Free Press, New York, pp.13-31
Case Study: Panera bread company in 2012 – pursuing growth in a weak economy
Session 3:
External Industry Analysis and Measuring Organisational Performance
Readings:
Thompson, Strickland, & Gamble, Chapter 4
“The Five Competitive Forces that shape Strategy”, Porter M., HBR, January, 2008
“Industry segmentation & competitive advantage” Porter M., 1985, Competitive Advantage: creating and sustaining superior performance, The Free Press, New York, pp.231-272
Case Study: Tiffany’s little blue box: does it have any strategic significance?
Session 4:
Measuring Organisational Performance and Capability Analysis.
Readings:
Thompson, Strickland, & Gamble, Chapter 5
“Capitalising on Capabilities”, Dave Ulrich and Norm Smallwood, HBR, June 2004, Jun2004, Vol. 82 Issue 6, p119-127
“Strategy and the Internet”, Porter M., HBR, March 2001
Case Study: Nucor corporation in 2012: using economic downturns as an opportunity to grow stronger
Sessions 5:
Strategic Options and Decision making 1
Readings:
Thompson, Strickland, & Gamble, Chapters 6
“The nature and sources of competitive advantage”, in Grant R, 1995, Contemporary Strategy Analysis, 2nd ed, Chpt 6, pp 149-172, Blackwell Business Pub. Cambridge, Massachussets
Case Study: 7-Eleven in Taiwan: adaptation of convenience stores to new market environments.
Session 6:
Mid Term in Class Mini- Case Study Analysis Test
Session 7:
Strategic Options and Decision making 2
Readings:
Thompson, Strickland, & Gamble, Chapter 7
“The right game: use game theory to shape strategy” Brandenburger A & Nalebuff B, 1995, HBR, July –August, pp 57-71
“Speed & strategic choice: how managers accelerate decision making”, Einsenhardt K., 1990, California Management Review, Spring, pp.39-54
Case Study: Tata motors: can it become a global contender in the automotive industry?
Session 8:
Strategy and Ethics
Readings:
Thompson, Strickland, & Gamble, Chapter 9
“The business of ethics and the ethics of business”, Pattan J.E, Journal of Business Ethics 3, 1984, Pp.1-19
Case Study : Rhino sales, hunting, and poaching in South Africa, 2012
Session 9:
Strategy Execution 1
Readings:
Thompson, Strickland, & Gamble, Chapter 10
“Cost advantage”, 1985, Porter M., Competitive advantage: creating and sustaining superior performance, New York, The Free Press, pp. 97-118
“Competitive cost dynamics: the experience curve”, 1982, Hax A., & Maljuf N., Interfaces, 12/5, Pp.50-61
Case Study: Starbucks in 2012: evolving into a dynamic global organisation
Session 10:
Strategy Execution 2
Readings:
Thompson, Strickland, & Gamble, Chapters 11 & 12
“Innovation & competitive advantage: what we know & what we kneed to learn”, 1992, Lengnich-Hall C., Journal of Management, 18/2, pp.399-429
“Differentiation strategy”, 1985, Porter M., Competitive Advantage: Creating and sustaining superior performance, The Free Press, New York, pp.150-163
Case Study: Group Presentations -
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
For specific information about assignments and due dates please see MyUni.Assessment Task Task Type Weighting Learning Outcome Class Participation Individual 10% Midterm In-Class Test Individual 20% Presentation Group 15% Assignment Group 15% End of Term Exam Individual 40% Total 100% Assessment Related Requirements
Attendance
Our specific requirements are that students must attend at least 80% of class sessions to be graded for that course. Students failing to meet these requirements will be automatically graded 0% Fail (F) on their transcripts.
Grade minimum
To gain a pass for this course, a student must achieve at least 50% overall with a minimum of 45% for the overall individual components. Students not achieving this requirement will have a fail (F) recorded as their final grade The individual component is the weighted average of the class participation, mid-term test and the final exam grades.Assessment Detail
Individual Class Participation (10%)
Thorough case preparation and willingness to participate in class discussion is essential to the educational process as well as the achievement of a satisfactory grade in strategic decisions and implementation. Participants will be required to prepare two or three readings plus a case study for discussion for every session. Participants will be regularly quizzed on both cases and readings, so please come prepared.
Mid Term in Class Test (20%)
The mid term in-class test will take the form of a short case analysis. Participants will be required to: Read and familiarise themselves with a short case study; Answer specific questions relating to the case and its industry; Demonstrate their ability to integrate relevant knowledge and skills covered in the first half of the course and, where applicable, in other relevant management areas.
Group Presentation (15%)
Details of the presentation will be discussed at the first class. You will have a total of 30-40 minutes to make your presentation and answer questions. Presentations will be held on the last day of the course.
Group Assignment (15%)
Please see details of the questions to be addressed on the following page. Please note that all groups and organisational choices must be approved by the lecturer. The nature and focus of group reports will be discussed in Session 1
Examination (40%) The examination will be Case based and will be “open book”. Specific details and expectations will be discussed in the course.Submission
NOTE: The Submission information will be reviewed and updated for 2017.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
