STMGT302-21B (HAM)

Creating Value in a Connected World

15 Points

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Division of Management
School of Management and Marketing

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: ashleigh.neame@waikato.ac.nz
: sade.lomas@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: clive.wilkinson@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, 9 or 3 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.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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Creating value in a connected world is the basis of a new shared value economy. Organisational actions extend beyond immediate outcomes, and leaders/managers need to be aware of the inter-connectivity between decision making and long term consequences. To more deeply understand this link, this paper uses the Sustainable Development Goals (SDGs) as a framework, focusing on understanding and enacting organisational change that shapes positive societies. The SDGs can help organisations define its aspirational purpose in a way that is relevant and inspiring to stakeholders, allow purpose to become the foundation for its strategy, and ignite long-lasting positive change that may increase stakeholder value over the long term. We examine each of the SDGs and explore examples of ordinary organisations engaging in extra-ordinary activities for planetary flourishing.

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Paper Structure

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STMGT302 is delivered through one online lecture per week and an in-class/zoom workshop hour.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • 1. Demonstrate knowledge of the SDGs and how they may create value
    This learning outcome focuses on understanding how the SDGs may create value.
    Linked to the following assessments:
  • 2. Identify different ways in which the SDGs can be implemented by different actors in different geographical contexts to create value
    Linked to the following assessments:
  • 3. Implement strategies within organisational contexts - understanding the interconnectedness of decision making
    Linked to the following assessments:
  • 4. Reflect critically on the goals set forth by the SDGs and how organisations may achieve them
    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 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. TWO-WEEKLY DISCUSSIONS
40
  • Online: Moodle Forum Discussion
2. GROUP REPORT/PRESENTATION
14 Oct 2021
No set time
30
  • Online: Submit through Moodle
3. TEST
21 Oct 2021
4:00 PM
30
  • Online: Submit through Moodle
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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Readings are included under READINGS in Moodle
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Online Support

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Online support can be found through Moodle
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Workload

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STMGT302 is a 15 point paper and therefore the expectation is 150 hours workload for the term by each student.
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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: STMG191 or STMGT101

Corequisite(s)

Equivalent(s)

Restriction(s)

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