STMG391-18A (TGA)

Strategic Management

20 Points

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Waikato Management School
Te Raupapa
Department of Strategy & Human Resource Management

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helena.wang@waikato.ac.nz
: lori.jervis@waikato.ac.nz
: sade.lomas@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: nat.enright@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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This paper aims to develop your ability to think strategically about an organisation's current and future situation. It builds on your knowledge and understanding of the basic management concepts from your earlier BMS core papers and/or other experience. You review many of the conventional strategic management concepts, as well as a series of the latest models for handling strategic issues and processes. Cases are used throughout the paper to illustrate key concepts and to develop your skills in strategic analysis and strategic thinking.

The vast majority of managers concern themselves with operational aspects of business (what we do), rather than placing emphasis on strategy (why we do what we do...). This is partly due to poor training, partly due to inability but largely because most managers do not understand the importance of long-term visionary strategy, rather than short-term operational activities. Strategic Management is concerned with setting future direction, crafting and implementing strategies to improve the future prospects and performance of organisations. In adopting a total enterprise perspective to ensure all resources are managed effectively and efficiently, this paper requires integration of knowledge from all the functional areas of management. While internal resources, capabilities and competencies provide the basis for an organisation’s strategy, the potential impact of external influences from the remote, industry and competitive environment also needs to be considered.

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Paper Structure

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391 is delivered through one lecture per week and one workshop.

After registration, students should electronically sign-up for one of four case workshop (tutorials) BEFORE classes start. Sign-up via Moodle, select the course and then select “groups.” Workshops are on a first-come-first-serve basis. Workshops (tutorials) start the second week of class.

Study teams are used for activities in class and for assigned tasks and informal study outside class time. Teams are self-selected and are comprised of 5 members from the same workshop. When workshop numbers are uneven, teams of 4 are allowed.

This paper is supported through a dedicated Facebook group, where tutorials are posted, discussion questions are answered and you have access to the instructor. If you do not have a Facebook account yet, or do not wish to use the one you have, you will need to create a new, free Facebook account.

PowerPoints will be available on the course website. It is recommended that students bring a copy (electronic or hard copy) of the PowerPoints to each lecture and tutorial to help make note taking easier.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate the ability to think strategically about an organisation, its competitive position, and the means by which it can improve its performance by conducting strategic analysis on cases
    Linked to the following assessments:
  • Integrate knowledge of the functional areas of management and development of the total enterprise perspective
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  • Identify and discuss the ethical implications of strategic decisions and the importance of socially responsible management practices
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  • Demonstrate an ability to effectively communicate through presentations and written strategic analysis
    Linked to the following assessments:
  • Identify and discuss issues in the local and global business environment related to Strategic Management
    Linked to the following assessments:
  • Collaborate for team-based learning and working relationships.
    Linked to the following assessments:
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Assessment

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A+ The student’s work is outstanding in every respect showing an excellent ability to define the problem, analyse the problem using sophisticated analytical techniques and draw conclusions that are wholly located in the literature showing contributions to the literature and/or management practice. The number of references used will display ability to search the literature. Grammar and text structure is excellent and proper referencing is adopted with the provision of clear examples where appropriate. In cases of projects this implies that a potential exists for a student to be a sole author of a conference or journal paper. The conceptualisations go significantly beyond those discussed in class and are innovative in nature and strongly argued.

A The student’s work is of an excellent standard but minor errors of a typographical or referencing nature are found. The student will have shown an excellent ability to define the problem, analyse the problem using sophisticated analytical techniques and draw conclusions that are wholly located in the literature showing contributions to the literature. Grammar is excellent and proper referencing is adopted. The number of references used will display ability to search the literature. In cases of projects this implies that a potential exists for a student to be a sole author of a conference or journal paper. Conceptualisation goes beyond that discussed in class and new ideas are introduced and strongly argued.

A- The work is significantly above average in standard, showing an above average ability to define the problem, analyse the problem using sophisticated analytical techniques and draw conclusions that are wholly located in the literature showing contributions to the literature. There may be minor typographical and referencing errors. The candidates provide evidence of being able to develop conceptualisation beyond that done in class.

B+ The work is of a good to above average standard showing good understanding of concepts, issues and literature beyond the obvious, thereby showing good evidence of additional learning. It is conscientious, well presented but possibly has not fully integrated concepts into a whole. Answers may be serial in nature without fully attempting a holistic assessment of the response to a problem. The work will draw upon an appropriate number of references but there may be some omissions in the literature. There may be a small number of typographical errors. There are clear, logical arguments identifying some of the clear critical issues for analysis with a clear thesis/hypothesis statement.

B The work is of average standard showing a clear understanding of the concepts and issues that is to be expected of a student at a given standard of work. There may be a few factual errors, but these are not sufficient in number or significant in nature to generally detract from the main thrust of the argument. The main hypotheses are clearly stated, but some nuances may be left unattended. Writing is still clear with few errors of grammar and syntax.

B- The work is of an average to slightly below average standard. It is generally conscientious and the number of references used will be acceptable in number but do not provide evidence of detailed search for information/authorities. The analysis is acceptable but shows little innovative thinking being generally conventional and dependent upon a comparatively small number of authorities. The work will be generally properly displayed and contain a conclusion and bibliography but may contain omission of expected authorities and typographical errors of a minor nature. Arguments may be partial and not fully developed.

C+ The work displays understandings of the concepts and issues being discussed and an ability to correctly frame argument and draw conclusions. It contains errors of fact and/or interpretation that are sufficient to partially nullify the answer being provided. It may draw upon very few references, contain a significant number of typographical errors and be incorrectly referenced. Nonetheless it will be conscientious in that it shows basic levels of understanding and awareness to permit a pass grade. It identifies the main issues, even if incomplete in nature. The text is still readable and sound.

C The work is of below average level but sufficient to obtain a pass standard. It shows evidence of some understanding of the subject matter; ability to develop solutions to simple problems; benefitting from his/her university experience. Grammar and editing errors are present.

C- This is work of a bare pass standard. The student has shown an awareness of the nature of the issue, but such understanding, while not wholly incorrect, is relatively unsophisticated. The work will contain errors that are of some significance but on balance are not quite sufficient to cause the student to fail. There may be a minimal number or references.

Fail Grades

  • These will be characterized a number of faults that may include:
    Poor research skills demonstrated by inappropriate or few references.
    Poor standards of grammar and syntax.
    Inadequate referencing.
    Misunderstanding the nature of the task given and the means appropriate to completing the task.
    A failure to focus on the main concepts/arguments/issues set in the task
    Misunderstandings about the content of references used.
    Undue brevity.
    An inability to develop an argument in a logical and rational manner
    – the argument may be disjointed and be irrelevant to the task in hand.
    Misunderstandings of the nature of the task set, the problems posed and the solutions required.
    A failure to provide evidence to support contentions.
    Non-performance in that work is not submitted in the time required with no valid reason being provided
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 60:40. There is no final exam. The final exam makes up 40% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 60:40 or 0:0, whichever is more favourable for the student. The final exam makes up either 40% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Case Analysis Development
10 Apr 2018
9:00 AM
12
  • Hand-in: In Lecture
  • In Class: In Lecture
2. Practice Presentation Case
30 Mar 2018
12:00 PM
3
  • In Class: In Workshop
3. Reflection on Group Work
Average of All
6
  • Hand-in: In Tutorial
4. Group Reflection 1
12 Mar 2018
No set time
-
  • Hand-in: In Tutorial
5. Group Reflection 2
1 May 2018
No set time
-
  • Hand-in: In Tutorial
6. Group Reflection 3
1 Jun 2018
No set time
-
  • Hand-in: In Tutorial
7. Case A and B
30 Apr 2018
12:00 PM
16
  • Online: Submit through Moodle
8. Case competition report
21 May 2018
12:00 PM
23
  • Online: Submit through Moodle
9. Exam
40
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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You will require for this paper:

  • Grant, R., Butler, B., Orr, S., & Murray, P.A. (2014). Contemporary Strategic Management: An Australasian Perspective, 2nd Edition, Wiley. OR

E availability for $55 http://www.wileydirect.com.au/buy/contemporary-strategic-management-australasian-perspective-2nd-edition/ OR

  • Grant, R., Butler, B., Humphry, H., & Orr, S (2011). Contemporary Strategic Management: An Australasian Perspective, 1st Edition. Wiley.
  • Cases and additional readings available through the course website.
  • Perrin, R. (2011). Pocket guide to APA style (4th edition). United States, Cengage Learning Inc. ISBN 9780495912637

OR

Perrin, R. (2014). Pocket guide to APA style (5th edition). United States, Cengage Learning Inc. ISBN 9781285425917

This guide will serve you well in developing your scholarly writing. In addition to details on APA style, there are sections that illustrate the difference between paraphrasing and plagiarism.

Other Resources

Bowden, S. (2016). Annah Stretton, Waikato Management School, University of Waikato.

Bowden, S. (2015). Waikato Milking Systems, Waikato Management School, University of Waikato.

Bowden, S. (2015). Good George, Journal of Management and Organisation

Brouthers, K.D., Brouthers, L.E., & Wilkinson, T.J. (1995). Strategic Alliances: Choose your partners, Journal of Long Range Planning, 28(3), p18-25.

Christensen, C. M., Raynor, M., Verlinden, M. (2001). Skate to Where the Money Will Be, Harvard Business Review, 79(10), p72-81.

D'Aveni, R. (2002). The Empire Strikes Back: Counterrevolutionary Strategies for Industry Leaders, Harvard Business Review, 80 (11), p66-75.

Deloitte (2016). Mojo Coffee. Queenstown SDS Business Case Competition.

Gibb, J. Connolly, H. Collins, E &Pavlovich, K.(2014). Nice guys making NiceBlocks, Waikato Management School, University of Waikato.

Prahalad, C.K and Hamel, G (1990) The Core Competence of the Corporation, Harvard Business Review, May-June, pp.79-91.

Raynor, M. (2003) Take the fork in the road. Strategy and innovation, Harvard Business School Publishing.

Thompson, A. & Strickland, A. (2001). Industry and competitive analysis. In Crafting and executing strategy: Text and readings (pp. 72-113). Boston, MA: McGraw-Hill/Irvin.

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Online Support

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Online support can be found on Moodle and the course FaceBook page.
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Workload

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391 is a 20 point paper and therefore the expectation is 200 hours workload for the term.
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