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MANAGEMT 7044NA - Strategic Management

Ngee Ann Academy - Quadmester 4 - 2024

Strategic management is concerned with the long-term direction, scope and performance of an organization. As such it draws on other disciplines (e.g. marketing, finance, economics, organisational behaviour) already covered in the MBA. Whether the overall 'strategy' of an organization emerges from the interplay of functional departments or is a 'grand plan' devised by one group, its implementation takes place at the functional/process level where goals, plans and actions need to align with other departments as part of a coherent orientation. Hence all managers need to understand how their roles and functions are part of the overall strategy of the organization.

  • General Course Information
    Course Details
    Course Code MANAGEMT 7044NA
    Course Strategic Management
    Coordinating Unit Management
    Term Quadmester 4
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Contact Up to 36 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available for Adelaide Master of Business Administration, Graduate Diploma and Graduate Certificate students only
    Course Staff

    Course Coordinator: Dr Gary Bowman

    Course Timetable

    The full timetable of all activities for this course can be accessed from .

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course, students will be able to:

    1. Analyse complex organizational environments, cases and issues by reference to and application of relevant theories, concepts and models
    2. Diagnose environmental and industrial forces that drive and constrain strategic options for businesses
    3. Analyse the key elements of strategic advantage for individual organizations against the demands of their industries.
    4. Analyse strategic positioning strategies of firms and evaluate them against the necessary competencies and resources of the organization.
    5. Develop alternative strategies contingent on the demands and its industry context
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University 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: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian 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.

    .
  • Learning Resources
    Required Resources
    A Harvard course pack will be provided to students containing all case studies, simulations, and supplementary reading.

    Recommended Resources
    The main text for this course is:
    Grant, R.M (2018) Contemporary Strategy Analysis. 10e: John Wiley and Sons Ltd.

    However, other recommended strategy texts are as follows:

    Hanson D., Hitt M., Ireland R., & Hoskisson R. (2017), Strategic Management Competitiveness and Globalisation, 6th Ed, Cengage Learning.

    Hill C., Jones G., & Schilling M. (2015), Strategic Management An Integrated Approach, 11th Ed, Cengage Learning.
    Besanko, D., Dranove, D., Shanley, M. & Schaefer, S. (2013) Economics of Strategy (6th ed.) NJ: John Wiley & Sons.

    De Wit, B. & Meyer, R. (2005) Strategy Synthesis. London: Thompson Learning

    Ghemawat, P. (2010) Strategy and the Business Landscape. (3rd Ed.) NJ: Prentice Hall

    Grant, R. (2013) Contemporary Strategy Analysis (8th ed.) NJ: John Wiley & Sons.

    Whittington, R (2001) What is Strategy and Does it Matter? (2nd ed.) London: Thompson Learning.
    Online Learning
    No specific online learning facilities are part of the course other than the usual communication and sharing of information/papers via MyUni. Please ensure that your MyUni email address is one through which you can be contacted.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary
    Teaching & Learning Activities Related Learning Outcomes
    Lectures 1-5
    Group discussions 1-5

    Learning Activities Schedule

    NOTE: The Learning Activities Schedule will be reviewed and updated for 2017.


    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 University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Due Date/ Week Weighting Length Learning Outcomes
    TBA Week TBA TBA TBA
    TBA Week TBA TBA TBA
    TBA Week TBA TBA TBA
    TBA Week TBA TBA TBA
    Total 100%
    Assessment Detail
    NOTE: The Assessment Detail will be reviewed and updated for 2017.
    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 .

  • Student Feedback

    The University 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 University 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.

  • Student Support
  • Policies & Guidelines
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